| Acknowledgements | 第5-6页 |
| 摘要 | 第6-7页 |
| Abstract | 第7-8页 |
| Chapter One Introduction | 第12-18页 |
| 1.1 Current Situation of English Teaching in Elementary School | 第12-15页 |
| 1.1.1 Challenges in learning English | 第13页 |
| 1.1.2 Students’ interest and motivation towards English | 第13-14页 |
| 1.1.3 Lack of effective learning strategies and methods | 第14-15页 |
| 1.2 The Purpose and Significance of the Present Study | 第15-16页 |
| 1.3 The Overall Structure of the Thesis | 第16-18页 |
| Chapter Two Literature Review of Phonics Instruction | 第18-31页 |
| 2.1 What Is Phonics? | 第18-19页 |
| 2.2 Phonological Awareness | 第19-20页 |
| 2.2.1 Definition of phonological awareness | 第19页 |
| 2.2.2 Development of phonological awareness | 第19-20页 |
| 2.2.3 Relationship between phonological awareness and phonics instruction | 第20页 |
| 2.3 Development of Phonics Instruction | 第20-22页 |
| 2.3.1Germinative period | 第21页 |
| 2.3.2 Controversial period | 第21-22页 |
| 2.3.3 Acceptant period | 第22页 |
| 2.4 Approaches to Phonics Instruction | 第22-29页 |
| 2.4.1 Explicit approach | 第23页 |
| 2.4.2 Implicit approach | 第23-24页 |
| 2.4.3 Multi-sensory ways of teaching phonics | 第24-25页 |
| 2.4.4 The phonetic methods | 第25-26页 |
| 2.4.5 The Way of Jolly Phonics | 第26-29页 |
| 2.5 Effect of Phonics Instruction on Vocabulary Learning | 第29-31页 |
| Chapter Three Theoretical Foundations for Phonics Instruction | 第31-36页 |
| 3.1 Constructivism | 第31-32页 |
| 3.2 Behaviorism | 第32页 |
| 3.3 Working Memory | 第32-33页 |
| 3.4 Second Language Acquisition | 第33-36页 |
| 3.4.1 Language transfer | 第34页 |
| 3.4.2 Input in second language acquisition | 第34-36页 |
| Chapter Four Methodology | 第36-48页 |
| 4.1 Research Questions | 第36页 |
| 4.2 Research Design | 第36-37页 |
| 4.3 Participants | 第37-38页 |
| 4.4 Methods | 第38页 |
| 4.5 Phonics Instruction Procedures | 第38-41页 |
| 4.5.1 The names and sounds of vowels | 第38-39页 |
| 4.5.2 The names and sounds of consonants | 第39页 |
| 4.5.3 Consonant blends, consonant digraphs, and multiple phonograms | 第39-40页 |
| 4.5.4 Rhyming | 第40页 |
| 4.5.5 Syllables | 第40-41页 |
| 4.6 Phonological and Morphological Tests | 第41-46页 |
| 4.6.1 Test of the names and sounds of the letters | 第41页 |
| 4.6.2 Test of the consonant blends, consonant digraphs and multiplephonograms | 第41-42页 |
| 4.6.3 Test of students’ phonological awareness | 第42-46页 |
| 4.7 Data Collection and Analysis | 第46-48页 |
| Chapter Five Results and Discussion | 第48-64页 |
| 5.1 Test Scores between Experimental and Control Groups | 第48-52页 |
| 5.1.1 Results of the test on the names and sounds of the letters | 第48-50页 |
| 5.1.2 Results of the test on the consonant blends, consonant digraphs andmultiple phonograms | 第50-52页 |
| 5.2 Development of the Chinese Beginners’ Phonological Awareness | 第52-59页 |
| 5.2.1 Syllable awareness | 第53-54页 |
| 5.2.2 Results of the test on onset and rhyme awareness | 第54-56页 |
| 5.2.3 Results of the tests on phonemics awareness | 第56-59页 |
| 5.3 Differences within Subjects in Experimental Group | 第59-64页 |
| 5.3.1 Performance in the names and sounds of letters test | 第59-60页 |
| 5.3.2 Performance in the consonant blends, consonant digraphs and multiplephonograms test | 第60-61页 |
| 5.3.3 Performance in the phonological test | 第61-64页 |
| Chapter Six Conclution | 第64-68页 |
| 6.1 Major findings | 第64-65页 |
| 6.2 Implications | 第65-66页 |
| 6.3 Limitations | 第66页 |
| 6.4 Suggestion for Further Research | 第66-68页 |
| Bibliography | 第68-71页 |
