Abstract:
This thesis was developed to test two different approaches to the teaching of EFL to Kindergarten students. By contrasting traditional teaching methods of EFL with the Phonics approach, the thesis shows that the results obtained with Phonics are far superior to those of the traditional methods: with a little additional training in Phonics, teachers can start producing much better results in EFL with beginning Kindergarten students.
Basically a testing universe was defined composed of an Experimental and four Control Groups, which were used to test the results that can be obtained from using Phonics, versus those of using the Traditional approach. In the end, the results of the testing amply justified the research questions of the goodness of the Phonics approach.
