The Intrinsic Logics of English Phonics Learning Among Chinese School-Age Children

DOI

10.2991/meici-18.2018.151How to use a DOI?

Keywords

English Phonics; Intrinsic Logics; School-age Children

Abstract

Phonics can be interpreted from three areas of learning, namely, letters and sounds, words and activities, reading and success. The main significance of English phonics learning among Chinese school-age children are different from that among native young learners, exerting positive effects on two aspects of learning performance, which are enhancing phoneme and phonemic awareness as well as boosting listening and speaking confidence among Chinese school-age children. In this regard, the intrinsic logics of cultivating English phonics among Chinese school-age children is supposed to obey to four basic rules for success in phonics learning, that is, the input of phonemes through phonics drill, the clear pronunciation through listening practice, the word cognition through audio material, and the increased vocabulary through autonomous reading. It’s hoped that this research provides a useful reference for future phonics instruction and learning practice among young English language students in China.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Huanhuan Ren
AU  - Chi Ma
PY  - 2018/12
DA  - 2018/12
TI  - The Intrinsic Logics of English Phonics Learning Among Chinese School-Age Children
BT  - Proceedings of the 2018 8th International Conference on Management, Education and Information (MEICI 2018)
PB  - Atlantis Press
SP  - 764
EP  - 768
SN  - 1951-6851
UR  - https://doi.org/10.2991/meici-18.2018.151
DO  - 10.2991/meici-18.2018.151
ID  - Ren2018/12
ER  -