AbstractThisstudyusingSAPAandspellingtestamongtheexperimentalgroupsandthecontrolledgroupstoassesstheEnglishphonologicalawarenessandspellingperformanceofprimaryschoolstudentsingrade3andgrade5.ThestudyaimstoillustratethedevelopmentfeaturesofphonologicalawarenessinChineseprimaryschoolL2learners,theeffectofphonologicalawarenessintervention,andthecorrelationbetweenphonologicalawarenessinterventionandEnglishspellingperformance.Theconclusionsofthestudyare:thephonologicalawarenessinterventiontraininghaspositiveinfluenceonEnglishphonologicalawarenessandapositivecorrelationwasfoundbetweenphonologicalawarenessandEnglishspellingperformance.KeyWords:phonologicalawareness;spellingability;phonologicalawarenessintervention摘要本研究运用SAPA和单词拼写测试，对小学三年级和五年级学生的英语语音意识和英语单词拼写情况进行评估。本文旨在考察中国以英语为第二外语的小学生，其英语语音意识的发展特点，语音意识干预活动的效果及英语语音意识干预活动与单词拼写情况的相关性。实验结果表明：英语语音干预活动对语音意识有积极影响，并且干预活动对单词拼写有积极作用，英语语音意识和英语单词拼写情况呈现正相关。关键词：语音意识；拼写能力；语音意识干预5.2TheCorrelationBetweenPhonologicalAwarenessInterventionandEnglishSpelling...146.Conclusion14Bibliography16AStudyofPhonologicalAwarenessInterventioninPrimarySchoolStudents’EnglishSpelling1.IntroductionRecentdevelopmentsinthefieldofeducationalpsychologyhaveledtoanincreasinginterestinphonologicalawareness,whichdenotesanindividual’sawarenessofthephonologicalstructure,orsoundstructure,ofwords(Gillon21).Agreatnumberofrelevantresearchesindicatethatphonologicalawarenessplaysanimportantroleinlanguageacquisition,especiallyinreadingabilityandlexicalacquisition.Thus,numerousresearchersandeducatorshaveputthesetheoriesintopractice.Inmanywesterncountries,wherepeopleuseEnglishastheirmothertongue,thephonologicalawarenesstraininghasbeenvaluedasanindispensablepartinchildren’sEnglishteaching.Also,vastmajorityofexperimentresearchesprefertoputfocusontherelationshipbetweenreadingandphonologicalawarenessinlearningEnglishlanguageasthefirstlanguage.However,comparedwithreadingability,spellingabilityismorechallengingforforeignlanguagelearnerstoacquire.Andasanessentialyettrickytaskforthebeginners,learningnewwordsandfurthermemorizingthemsometimescanbealong-termobstacleintheirfurtherstudy.Duetotheobsoletewayofmemorizing,suchascopyingdownthesenewwordsforhundredsoftimes,someofthestudentslosetheirinterestinlearningEnglish.Andsomeofthemfeelhelplessandhopelesstowardstheirpronunciationsandspellingsjustbecausetheykeepmakingthesamemistakeinthesameword.Soitisnecessaryforteacherstoprovideefficientvocabularyteachingstrategy,andphonologicalawareness,theauthordeems,maybeafeasiblebreakthroughpoint.Sothisstudyhasthefollowingobjectives:toconductanempiricalstudyoftheeffectofphonologicalawarenessonChinesestudents’Englishspellinginprimaryschool;andtoinvestigatethepreferablestageofprimaryschoolinphonologicalawarenessintervention.Thisthesisisdividedintosixparts.Thefirstpartservesasanoverallintroductiontothebackground,significanceandaimofthestudy.ThesecondpartisanoverviewofthetheoriesandstudiesrelatedtophonologicalawarenessandspellinginEFLlearners,especiallyinyoungchildren.Thethirdpartdescribestheexperimentaldesignindetail,includingissuesandhypothesis,sample,instruments,andprocedures.Inthefourthparttheresultofthisexpe...
