【摘要】：在幼兒園英語(yǔ)教學(xué)中,教師的言語(yǔ)行為既是組織教學(xué)活動(dòng)的工具,也是教師進(jìn)行目標(biāo)語(yǔ)輸入的載體。而且,隨著英語(yǔ)越來(lái)越受到社會(huì)和家長(zhǎng)們的重視,越來(lái)越多的研究者將教師的言語(yǔ)行為作為研究幼兒第二語(yǔ)言學(xué)習(xí)的視角。研究者們意識(shí)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(dòng)中的主體地位才應(yīng)該是學(xué)習(xí)者進(jìn)行英語(yǔ)學(xué)習(xí)的重點(diǎn),而教師言語(yǔ)行為的數(shù)量和質(zhì)量會(huì)直接影響甚至決定課堂教學(xué)的成敗。從目前幼兒園英語(yǔ)教學(xué)的開(kāi)展?fàn)顩r來(lái)看,幼兒難以接觸到真實(shí)的英語(yǔ)語(yǔ)言環(huán)境,于是課堂教學(xué)就成為幼兒學(xué)習(xí)英語(yǔ)的主要場(chǎng)所。由于幼兒在語(yǔ)言學(xué)習(xí)上主要依靠的是模仿,所以教師的言語(yǔ)輸入對(duì)幼兒的言語(yǔ)輸出有著極為重要的影響。幼兒就是通過(guò)與教師的言語(yǔ)互動(dòng)而逐漸學(xué)會(huì)說(shuō)英語(yǔ)的。 在本研究中,筆者主要通過(guò)教學(xué)活動(dòng)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(duì)象,對(duì)這10名教師在教學(xué)中的言語(yǔ)行為進(jìn)行了分析,并對(duì)影響教師言語(yǔ)行為的因素進(jìn)行了探討,最后提出了改善教師言語(yǔ)行為的建議。在對(duì)教師言語(yǔ)行為進(jìn)行分析的過(guò)程中,筆者按照言語(yǔ)的功能將教師言語(yǔ)行為分為四大類(lèi),即組織性言語(yǔ)行為、講述性言語(yǔ)行為、提問(wèn)性言語(yǔ)行為和反饋性言語(yǔ)行為。組織性言語(yǔ)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(yǔ)行為主要用于描述、領(lǐng)讀和引導(dǎo),提問(wèn)性言語(yǔ)行為主要用于提問(wèn)、重復(fù)提問(wèn)和追問(wèn),反饋性言語(yǔ)行為主要用于肯定評(píng)價(jià)、否定評(píng)價(jià)、糾錯(cuò)、重復(fù)和回應(yīng)。 研究的結(jié)果顯示：1.從師幼言語(yǔ)互動(dòng)量上看,教師言語(yǔ)行為量遠(yuǎn)多于幼兒言語(yǔ)行為量,教師在教學(xué)中占據(jù)絕對(duì)的主導(dǎo)地位；隨著幼兒年齡的增長(zhǎng),教師言語(yǔ)行為量略呈增加趨勢(shì),幼兒言語(yǔ)行為量則呈減少趨勢(shì)。2.從功能上看,教師的四類(lèi)言語(yǔ)行為中,所占比例最大的是講述性言語(yǔ)行為,其次是組織性言語(yǔ)行為,第三是提問(wèn)性言語(yǔ)行為,所占比重最小的是反饋性言語(yǔ)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(yǔ)行為。4.從英語(yǔ)與漢語(yǔ)的使用量上來(lái)看,教師英語(yǔ)的使用量多于漢語(yǔ)使用量,在英語(yǔ)的使用上,出現(xiàn)頻次最多的是講述性行為；在漢語(yǔ)的使用上,出現(xiàn)頻次最多的是組織性行為。 通過(guò)案例分析,筆者認(rèn)為英語(yǔ)教學(xué)中教師的言語(yǔ)行為具有三個(gè)明顯特征,即言語(yǔ)行為的內(nèi)容具有濃厚的事務(wù)性、言語(yǔ)行為的實(shí)施具有個(gè)體差異性、言語(yǔ)行為具有高控制性。教師言語(yǔ)行為的有效性主要受五個(gè)方面的影響,即言語(yǔ)輸入的可理解性、言語(yǔ)的準(zhǔn)確性和流暢性、言語(yǔ)行為的趣味性、母語(yǔ)的使用以及言語(yǔ)行為的語(yǔ)境。 針對(duì)教師言語(yǔ)行為的現(xiàn)狀,筆者對(duì)提高幼兒園英語(yǔ)教學(xué)中教師言語(yǔ)行為的有效性提出了以下幾點(diǎn)建議：1.教師應(yīng)該提高言語(yǔ)輸入的可理解性,為幼兒提供一個(gè)語(yǔ)言的“最近發(fā)展區(qū)”；2.教師應(yīng)該不斷提升自身的語(yǔ)言能力和修養(yǎng),以便盡可能多的為幼兒提供相對(duì)多樣化的目標(biāo)語(yǔ)輸入；3.教師應(yīng)該增強(qiáng)自身言語(yǔ)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(yǔ)行為的針對(duì)性,充分尊重每個(gè)幼兒的特性；5.教師應(yīng)積極創(chuàng)設(shè)良好的語(yǔ)言學(xué)習(xí)環(huán)境,為幼兒學(xué)習(xí)語(yǔ)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(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類(lèi)號(hào)】：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(yǔ)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(yǔ)教師組織英語(yǔ)教育活動(dòng)基本情況的調(diào)查研究[D];內(nèi)蒙古師范大學(xué);2013年

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本文編號(hào)：2395455