幼儿园英语教学中教师言语行为的研究
发布时间：2018-12-30 10:31
【摘要】：在幼儿园英语教学中,教师的言语行为既是组织教学活动的工具,也是教师进行目标语输入的载体。而且,随着英语越来越受到社会和家长们的重视,越来越多的研究者将教师的言语行为作为研究幼儿第二语言学习的视角。研究者们意识到,培养和提高学习者的交际能力、突出学习者在互动中的主体地位才应该是学习者进行英语学习的重点,而教师言语行为的数量和质量会直接影响甚至决定课堂教学的成败。从目前幼儿园英语教学的开展状况来看,幼儿难以接触到真实的英语语言环境,于是课堂教学就成为幼儿学习英语的主要场所。由于幼儿在语言学习上主要依靠的是模仿,所以教师的言语输入对幼儿的言语输出有着极为重要的影响。幼儿就是通过与教师的言语互动而逐渐学会说英语的。 在本研究中,笔者主要通过教学活动观察和教师访谈收集资料,随机选取桂林市3所幼儿园中的10名教师作为研究对象,对这10名教师在教学中的言语行为进行了分析,并对影响教师言语行为的因素进行了探讨,最后提出了改善教师言语行为的建议。在对教师言语行为进行分析的过程中,笔者按照言语的功能将教师言语行为分为四大类,即组织性言语行为、讲述性言语行为、提问性言语行为和反馈性言语行为。组织性言语行为主要用于维持秩序、导引、发出指令和处理意外事件,讲述性言语行为主要用于描述、领读和引导,提问性言语行为主要用于提问、重复提问和追问,反馈性言语行为主要用于肯定评价、否定评价、纠错、重复和回应。 研究的结果显示：1.从师幼言语互动量上看,教师言语行为量远多于幼儿言语行为量,教师在教学中占据绝对的主导地位；随着幼儿年龄的增长,教师言语行为量略呈增加趋势,幼儿言语行为量则呈减少趋势。2.从功能上看,教师的四类言语行为中,所占比例最大的是讲述性言语行为,其次是组织性言语行为,第三是提问性言语行为,所占比重最小的是反馈性言语行为。3.从年龄班上看,各年龄班教师出现频次最多的都是用于领读和用于维持秩序的言语行为。4.从英语与汉语的使用量上来看,教师英语的使用量多于汉语使用量,在英语的使用上,出现频次最多的是讲述性行为；在汉语的使用上,出现频次最多的是组织性行为。 通过案例分析,笔者认为英语教学中教师的言语行为具有三个明显特征,即言语行为的内容具有浓厚的事务性、言语行为的实施具有个体差异性、言语行为具有高控制性。教师言语行为的有效性主要受五个方面的影响,即言语输入的可理解性、言语的准确性和流畅性、言语行为的趣味性、母语的使用以及言语行为的语境。 针对教师言语行为的现状,笔者对提高幼儿园英语教学中教师言语行为的有效性提出了以下几点建议：1.教师应该提高言语输入的可理解性,为幼儿提供一个语言的“最近发展区”；2.教师应该不断提升自身的语言能力和修养,以便尽可能多的为幼儿提供相对多样化的目标语输入；3.教师应该增强自身言语行为的趣味性,用以吸引幼儿的注意力；4.教师应强化言语行为的针对性,充分尊重每个幼儿的特性；5.教师应积极创设良好的语言学习环境,为幼儿学习语言做铺垫。
[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
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：G613.2
本文编号：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
【学位授予单位】：广西师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：G613.2
【引证文献】
相关硕士学位论文 前2条
1 孟蕾;小班英语浸入式教师的教学策略研究[D];陕西师范大学;2012年
2 闫琳;公立幼儿园英语教师组织英语教育活动基本情况的调查研究[D];内蒙古师范大学;2013年
，本文编号：2395455
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