幼兒園英語教學(xué)中教師言語行為的研究
發(fā)布時間：2018-12-30 10:31
【摘要】：在幼兒園英語教學(xué)中,教師的言語行為既是組織教學(xué)活動的工具,也是教師進(jìn)行目標(biāo)語輸入的載體。而且,隨著英語越來越受到社會和家長們的重視,越來越多的研究者將教師的言語行為作為研究幼兒第二語言學(xué)習(xí)的視角。研究者們意識到,培養(yǎng)和提高學(xué)習(xí)者的交際能力、突出學(xué)習(xí)者在互動中的主體地位才應(yīng)該是學(xué)習(xí)者進(jìn)行英語學(xué)習(xí)的重點,而教師言語行為的數(shù)量和質(zhì)量會直接影響甚至決定課堂教學(xué)的成敗。從目前幼兒園英語教學(xué)的開展?fàn)顩r來看,幼兒難以接觸到真實的英語語言環(huán)境,于是課堂教學(xué)就成為幼兒學(xué)習(xí)英語的主要場所。由于幼兒在語言學(xué)習(xí)上主要依靠的是模仿,所以教師的言語輸入對幼兒的言語輸出有著極為重要的影響。幼兒就是通過與教師的言語互動而逐漸學(xué)會說英語的。 在本研究中,筆者主要通過教學(xué)活動觀察和教師訪談收集資料,隨機(jī)選取桂林市3所幼兒園中的10名教師作為研究對象,對這10名教師在教學(xué)中的言語行為進(jìn)行了分析,并對影響教師言語行為的因素進(jìn)行了探討,最后提出了改善教師言語行為的建議。在對教師言語行為進(jìn)行分析的過程中,筆者按照言語的功能將教師言語行為分為四大類,即組織性言語行為、講述性言語行為、提問性言語行為和反饋性言語行為。組織性言語行為主要用于維持秩序、導(dǎo)引、發(fā)出指令和處理意外事件,講述性言語行為主要用于描述、領(lǐng)讀和引導(dǎo),提問性言語行為主要用于提問、重復(fù)提問和追問,反饋性言語行為主要用于肯定評價、否定評價、糾錯、重復(fù)和回應(yīng)。 研究的結(jié)果顯示：1.從師幼言語互動量上看,教師言語行為量遠(yuǎn)多于幼兒言語行為量,教師在教學(xué)中占據(jù)絕對的主導(dǎo)地位；隨著幼兒年齡的增長,教師言語行為量略呈增加趨勢,幼兒言語行為量則呈減少趨勢。2.從功能上看,教師的四類言語行為中,所占比例最大的是講述性言語行為,其次是組織性言語行為,第三是提問性言語行為,所占比重最小的是反饋性言語行為。3.從年齡班上看,各年齡班教師出現(xiàn)頻次最多的都是用于領(lǐng)讀和用于維持秩序的言語行為。4.從英語與漢語的使用量上來看,教師英語的使用量多于漢語使用量,在英語的使用上,出現(xiàn)頻次最多的是講述性行為；在漢語的使用上,出現(xiàn)頻次最多的是組織性行為。 通過案例分析,筆者認(rèn)為英語教學(xué)中教師的言語行為具有三個明顯特征,即言語行為的內(nèi)容具有濃厚的事務(wù)性、言語行為的實施具有個體差異性、言語行為具有高控制性。教師言語行為的有效性主要受五個方面的影響,即言語輸入的可理解性、言語的準(zhǔn)確性和流暢性、言語行為的趣味性、母語的使用以及言語行為的語境。 針對教師言語行為的現(xiàn)狀,筆者對提高幼兒園英語教學(xué)中教師言語行為的有效性提出了以下幾點建議：1.教師應(yīng)該提高言語輸入的可理解性,為幼兒提供一個語言的“最近發(fā)展區(qū)”；2.教師應(yīng)該不斷提升自身的語言能力和修養(yǎng),以便盡可能多的為幼兒提供相對多樣化的目標(biāo)語輸入；3.教師應(yīng)該增強(qiáng)自身言語行為的趣味性,用以吸引幼兒的注意力；4.教師應(yīng)強(qiáng)化言語行為的針對性,充分尊重每個幼兒的特性；5.教師應(yīng)積極創(chuàng)設(shè)良好的語言學(xué)習(xí)環(huán)境,為幼兒學(xué)習(xí)語言做鋪墊。
[Abstract]:In the English teaching of the kindergarten, the teacher's speech act is not only the tool of organizing the teaching activity, but also the carrier of the teacher's target language input. Moreover, as the English is becoming more and more important to the society and the parents, more and more researchers have studied the teacher's speech behavior as the study of the second language of the children. The researchers realized that training and improving the communication ability of the learners should be the main point of the learner's English study in the interaction, and the number and quality of the teachers' speech act directly influences and even determines the success or failure of the classroom teaching. From the current situation of English teaching in kindergarten, it is difficult for young children to come into contact with the real English language environment, so the classroom teaching is the main place to learn English for children. Since the children mainly rely on the imitation in the language learning, the speech input of the teacher has a very important influence on the speech output of the young children. The child gradually learns to speak English by interacting with the teacher's speech. In this study, the author collected the data from the teaching activity observation and the teacher interview, and randomly selected 10 teachers in the three kindergartens in Guilin as the research object, and divided the 10 teachers in the teaching. The paper discusses the factors that influence the teacher's speech act, and finally puts forward the construction of improving the teacher's speech act. In the course of the analysis of the teacher's speech act, the author divides the teacher's speech act into four categories, that is, the organizational speech act, the narrating speech act, the question speech act and the communicative language line. In order to keep order, to guide, to issue an order and to deal with an accident, an organized speech act is mainly used to describe, read and guide, and to ask questions, repeat the questions and ask questions, and the speech act is mainly used in the affirmative evaluation. price, negative evaluation, error correction, repetition and return The results of the study are to be The teacher's speech act is far more than the amount of speech act of the child, and the teacher occupies an absolute position in the teaching. With the increase of the age of the child, the amount of speech act of the teacher is slightly increased, and the amount of speech act of the child is reduced. In terms of function, the proportion of the four types of speech acts of the teacher is the narrating speech act, the second is the organizational speech act, the third is the question speech act, the proportion of the specific gravity is the smallest is the sex speech line. for. 3. From the age class, the frequency of teachers in each age class is the most frequently used to read and to maintain order. In the view of the usage of English and Chinese, the use of teachers' English is more than that of Chinese. In the use of English, the frequency of occurrence is the most telling of sexual behavior; in the use of Chinese, the most frequent is the organization Through the case analysis, the author thinks that the teacher's speech act in English teaching has three distinct characteristics, that is, the content of the speech act has the strong transactional, the implementation of the speech act has the individual difference, the speech act tool The validity of the teacher's speech act is mainly influenced by five aspects, that is, the intelligibility of the speech input, the accuracy and the fluency of the speech, the interest of the speech act, the use of the mother tongue, and the speech In view of the current situation of the teacher's speech act, the author put forward the effectiveness of the teacher's speech act in the English teaching of the kindergarten. The following points are: 1. The teacher should improve the intelligibility of the speech input and provide a language for the child./ Chunk>; 2. Teachers should constantly improve their language skills and self-cultivation in order to provide as much as possible a relatively diverse range of young children a target language input; a teacher should enhance the interest of his own speech act to attract the child The teacher should strengthen the pertinence of the speech act, and fully respect each Children's characteristics; 5. Teachers should actively create a good language learning environment for young children
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2011
【分類號】：G613.2
本文編號：2395455
[Abstract]:In the English teaching of the kindergarten, the teacher's speech act is not only the tool of organizing the teaching activity, but also the carrier of the teacher's target language input. Moreover, as the English is becoming more and more important to the society and the parents, more and more researchers have studied the teacher's speech behavior as the study of the second language of the children. The researchers realized that training and improving the communication ability of the learners should be the main point of the learner's English study in the interaction, and the number and quality of the teachers' speech act directly influences and even determines the success or failure of the classroom teaching. From the current situation of English teaching in kindergarten, it is difficult for young children to come into contact with the real English language environment, so the classroom teaching is the main place to learn English for children. Since the children mainly rely on the imitation in the language learning, the speech input of the teacher has a very important influence on the speech output of the young children. The child gradually learns to speak English by interacting with the teacher's speech. In this study, the author collected the data from the teaching activity observation and the teacher interview, and randomly selected 10 teachers in the three kindergartens in Guilin as the research object, and divided the 10 teachers in the teaching. The paper discusses the factors that influence the teacher's speech act, and finally puts forward the construction of improving the teacher's speech act. In the course of the analysis of the teacher's speech act, the author divides the teacher's speech act into four categories, that is, the organizational speech act, the narrating speech act, the question speech act and the communicative language line. In order to keep order, to guide, to issue an order and to deal with an accident, an organized speech act is mainly used to describe, read and guide, and to ask questions, repeat the questions and ask questions, and the speech act is mainly used in the affirmative evaluation. price, negative evaluation, error correction, repetition and return The results of the study are to be The teacher's speech act is far more than the amount of speech act of the child, and the teacher occupies an absolute position in the teaching. With the increase of the age of the child, the amount of speech act of the teacher is slightly increased, and the amount of speech act of the child is reduced. In terms of function, the proportion of the four types of speech acts of the teacher is the narrating speech act, the second is the organizational speech act, the third is the question speech act, the proportion of the specific gravity is the smallest is the sex speech line. for. 3. From the age class, the frequency of teachers in each age class is the most frequently used to read and to maintain order. In the view of the usage of English and Chinese, the use of teachers' English is more than that of Chinese. In the use of English, the frequency of occurrence is the most telling of sexual behavior; in the use of Chinese, the most frequent is the organization Through the case analysis, the author thinks that the teacher's speech act in English teaching has three distinct characteristics, that is, the content of the speech act has the strong transactional, the implementation of the speech act has the individual difference, the speech act tool The validity of the teacher's speech act is mainly influenced by five aspects, that is, the intelligibility of the speech input, the accuracy and the fluency of the speech, the interest of the speech act, the use of the mother tongue, and the speech In view of the current situation of the teacher's speech act, the author put forward the effectiveness of the teacher's speech act in the English teaching of the kindergarten. The following points are: 1. The teacher should improve the intelligibility of the speech input and provide a language for the child./ Chunk>; 2. Teachers should constantly improve their language skills and self-cultivation in order to provide as much as possible a relatively diverse range of young children a target language input; a teacher should enhance the interest of his own speech act to attract the child The teacher should strengthen the pertinence of the speech act, and fully respect each Children's characteristics; 5. Teachers should actively create a good language learning environment for young children
【學(xué)位授予單位】：廣西師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2011
【分類號】：G613.2
【引證文獻(xiàn)】
相關(guān)碩士學(xué)位論文 前2條
1 孟蕾;小班英語浸入式教師的教學(xué)策略研究[D];陜西師范大學(xué);2012年
2 閆琳;公立幼兒園英語教師組織英語教育活動基本情況的調(diào)查研究[D];內(nèi)蒙古師范大學(xué);2013年
，本文編號：2395455
本文鏈接：http://www.sikaile.net/jiaoyulunwen/yejy/2395455.html
最近更新
教材專著
