儿童英语的交互性教学
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资料包括： 论文(19页4987字)
说明：
摘 要：儿童英语教学的主要目的是为了培养他们的交际能力，以及学习英语的兴趣。交互性又是交际性语言教学的关键所在。本文将从交互教学的定义说起，探讨其种类，交互性教学在儿童英语教学中的作用和如何在儿童英语教学中在施行。教学中有各种不同的交互，交互在儿童英语教学中具有重要性。它适应了儿童所特有的性格特征。
关键词：儿童英语教学；交互性教学；交互性学习；交际
Abstract
The main purpose of Children’s ESL teaching is to develop their early communication skills and the interesting of learning English.. Interaction is the key to teaching language for communication. This article starts from the definition of interaction, analyzes various types of interaction in ESL classroom, how to act and stresses the key importance of interaction in the process of teaching children’s English. This interactive teaching method is apt to the character of children.
Key words
Children’s ESL teaching; interaction teaching; interaction learning; communication
Introduction
For years, many linguists and teaching experts have devoted great efforts to do researches in children’s language development and teaching methods. Books about children’s language written before the late 1950s often described children’s language acquisition as the ‘acquisition’ verbal habits. This reflects the ideas of behavioral psychologists like F. Skinner and his predecessors who viewed children’s language learning as a rather passive process of imitating the speech they heard from adults.
Researches in the 1960s have changed the way we look at children’s language development and learning. Insights from psychology have led to the conception of the child as a hypothesis tester, a thinker who over time can unconsciously formulate the rules of language. Studies begun in the 1960s of children’s early utterances led us to seek descriptions of what children said. We no longer see the child as a passive responder who imitates whatever she or he hears. Instead, the child is able to actively discover how language works.
Children’s knowledge about sounds, meanings and syntax is referred as linguistic competence. The knowledge of social and linguistic rules that enable us to speak and interact appropriately in different situations is called communicative competence. As Hymes broadly defined it. It is the child’s ability to participate in its society as not only a speaking, but also a communicating member. Children language researchers generally advocate that children acquire both linguistic and communicative competence through interaction with people and objects. According to a developmental perspective, communicative interaction begins at birth. The study of this pre-linguistic period yields detailed records of infant-caregiver interactions.
From early time, linguists and educators have paid special attention to the interaction in language learning and teaching. In 1970s, Jean Piaget, along with Bloom put forward that child’s interaction with his environment leads to overall development. The interaction of the child’s perceptual and cognitive development with linguistic and nonlinguistic events in his environment. Vygotsky points out that learning a language is a socially mediated process.
Most specialists agree with Halliday that language learning is the process whereby children, in interacting with others, construct the language system. Spada argues that ‘communicative’ classrooms with instruction plus opportunities for interaction were superior to ‘traditional’ instruction. Finocchiaro and Brumfit also see the significance of interaction: “Students are expected to interact with people, either in the flesh, through pair and group work, or in their writings.” Webb examined specific task-related verbal interactions that occur during small-group activities. He found that when students did not understand a teacher’s explanation, peers were often able to provide explanations in words that were more easily understood. Wilga M. Rivers describes the key importance “interaction in teaching language for communication. Rivers emphasizes: “In a second-language situation, interaction becomes essential to survival in the new language and culture.” Claire J. Kramsch also stresses that the language is used through the interaction with the social group. When children interact among themselves in small groups or in class discussion led by a facilitative teacher their use of hypothetical language, prior knowledge, and questions increases.
In China, although the children’s ESL, teaching is still at a primacy level, many specialists and educators are laboring at cultivating children’s ability of communication in English. Teachers are trying every effort to create communicative classes, in which learners are provided with opportunities to develop their language in interaction. Zhou found that getting children involved in communicative activities, in which target structures were activated, was helpful for these structures to be acquired. That is to say, interaction is of vital importance in the course of ESL, learning and teaching.
Interaction plays a very important role in the process of teaching ESL, to children, it’s a key word to English teachers. When children learn English, they use English as a tool for communication. Many linguists consider interaction as a centrality to communication. “In the era of communicative language teaching,” H. Browns argues: “interaction is, in fact, the heart of communication; it is what communication is all about.”
目录：
Abstract………………………………………………………………………………Ⅰ
Key Words……………………………………………………………………………Ⅰ
摘 要…………………………………………………………………………………Ⅱ
关键词…………………………………………………………………………………Ⅱ
Introduction……………………………………………………………………………1
I. The Definitions of Interaction………………………………………………………3
II. Various Types of Interaction………………………………………………………3
A.Classroom Interaction……………………………………………………………3
1. Child-to-child Interaction……………………………………………………4
2. Teacher-to-child interaction…………………………………………………4
B. Outside Interaction……………………………………………………………5
1. Teacher-to- teacher Interaction………………………………………………5
2. Teacher-to- Parent Interaction………………………………………………5
III. Interaction in Children’s English learning…………………………………………6
IV. Introduce Interaction at the Very Beginning of Language Study…………………7
V. Conditions for Children’s Foreign Language Learning……………………………9
A. Contexts which Affect Children’s Language Learning…………………………9
1. In Your Experience, What Are the Basic Conditions for Children’s English Learning………………………………………………………………………………9
2. What Kind of Environment do They Need……………………………………9
3. Where Can They Get Support / Help…………………………………………9
B. Compare and Analyze Situations for Children’s Foreign Language Learning…10
C. How Can You Improve Children’s Learning Conditions………………………10
D. How Can We Improve Our Learning Conditions during the Training Course?11
Conclusion……………………………………………………………………………12
Acknowledgements…………………………………………………………………13
Bibliography…………………………………………………………………………14
参考文献：
Cole, P. An Adaptation c}'' Croup Dynamics to Foreign language Teaching} M}. Tesol Quarterly, 1970.
Ellis, R. Understanding Second language Acquisition Shanghai: Shanghai Foreign Language Education Press, 1999.
Ellis, R. Second language Acquisition Shanghai: Shanghai Foreign Language Education Press, 2000.
Federstein. A. School Characteristics and Parent Involvezent: Irfluences on Participation in Children’s Schools .The Journal of Educational Research
Harmer, J. How to Teach English .Beijing: Foreign Language Teaching and Research Press, 2000.
Wang, M-J. Studies of English Teaching and learning in China, Taiyuau, Shanxi Teachers’ University Press. 2001.
Wells, G. Learning through interaction: the Study Language Department Cambridge: University Press, 1981.
Widdowson, H. G. Teaching Language as Communication .Shanghai, Shanghai Foreign Language Education Press
http://www.fzjqgjzx.com/UploadFiles/20074384431134.doc
http://www.bibidu.com/fileview-6172.html
蔡宪．论教学交互[J]．江南学院学报．2001，(1)：95—98．
叶澜．“新基础教育”探索性研究报告集[M]．上海：上海三联书店，1999．
作者点评：
儿童英语的交互性教学
It is pointed out in the National English Curriculum that, one of the tasks of English course in elementary education period, is to cultivate children’s interest in English learning, and help them build up self-confidence. Children’s characteristics and instincts which children bring with their language learning are valuable and supportive factors which could speed up their learning if teachers can make good use of them.
Here is a summary of some of the important characteristics of children:
• characteristic of imagination
• characteristic of going for meaning first
• characteristic of learning by doing
• characteristic of picking up chunks
• characteristic of creative use of language
Children’s English learning is actually an interactive process. Interaction is the key to teaching language for communication. Interaction is neither a set of technique or devotion to certain approaches nor a matter of words. There must be cultivated relationships that encourage initiation of interactive activities from either side.
资料包括： 论文(19页4987字)
说明：
摘 要：儿童英语教学的主要目的是为了培养他们的交际能力，以及学习英语的兴趣。交互性又是交际性语言教学的关键所在。本文将从交互教学的定义说起，探讨其种类，交互性教学在儿童英语教学中的作用和如何在儿童英语教学中在施行。教学中有各种不同的交互，交互在儿童英语教学中具有重要性。它适应了儿童所特有的性格特征。
关键词：儿童英语教学；交互性教学；交互性学习；交际
Abstract
The main purpose of Children’s ESL teaching is to develop their early communication skills and the interesting of learning English.. Interaction is the key to teaching language for communication. This article starts from the definition of interaction, analyzes various types of interaction in ESL classroom, how to act and stresses the key importance of interaction in the process of teaching children’s English. This interactive teaching method is apt to the character of children.
Key words
Children’s ESL teaching; interaction teaching; interaction learning; communication
Introduction
For years, many linguists and teaching experts have devoted great efforts to do researches in children’s language development and teaching methods. Books about children’s language written before the late 1950s often described children’s language acquisition as the ‘acquisition’ verbal habits. This reflects the ideas of behavioral psychologists like F. Skinner and his predecessors who viewed children’s language learning as a rather passive process of imitating the speech they heard from adults.
Researches in the 1960s have changed the way we look at children’s language development and learning. Insights from psychology have led to the conception of the child as a hypothesis tester, a thinker who over time can unconsciously formulate the rules of language. Studies begun in the 1960s of children’s early utterances led us to seek descriptions of what children said. We no longer see the child as a passive responder who imitates whatever she or he hears. Instead, the child is able to actively discover how language works.
Children’s knowledge about sounds, meanings and syntax is referred as linguistic competence. The knowledge of social and linguistic rules that enable us to speak and interact appropriately in different situations is called communicative competence. As Hymes broadly defined it. It is the child’s ability to participate in its society as not only a speaking, but also a communicating member. Children language researchers generally advocate that children acquire both linguistic and communicative competence through interaction with people and objects. According to a developmental perspective, communicative interaction begins at birth. The study of this pre-linguistic period yields detailed records of infant-caregiver interactions.
From early time, linguists and educators have paid special attention to the interaction in language learning and teaching. In 1970s, Jean Piaget, along with Bloom put forward that child’s interaction with his environment leads to overall development. The interaction of the child’s perceptual and cognitive development with linguistic and nonlinguistic events in his environment. Vygotsky points out that learning a language is a socially mediated process.
Most specialists agree with Halliday that language learning is the process whereby children, in interacting with others, construct the language system. Spada argues that ‘communicative’ classrooms with instruction plus opportunities for interaction were superior to ‘traditional’ instruction. Finocchiaro and Brumfit also see the significance of interaction: “Students are expected to interact with people, either in the flesh, through pair and group work, or in their writings.” Webb examined specific task-related verbal interactions that occur during small-group activities. He found that when students did not understand a teacher’s explanation, peers were often able to provide explanations in words that were more easily understood. Wilga M. Rivers describes the key importance “interaction in teaching language for communication. Rivers emphasizes: “In a second-language situation, interaction becomes essential to survival in the new language and culture.” Claire J. Kramsch also stresses that the language is used through the interaction with the social group. When children interact among themselves in small groups or in class discussion led by a facilitative teacher their use of hypothetical language, prior knowledge, and questions increases.
In China, although the children’s ESL, teaching is still at a primacy level, many specialists and educators are laboring at cultivating children’s ability of communication in English. Teachers are trying every effort to create communicative classes, in which learners are provided with opportunities to develop their language in interaction. Zhou found that getting children involved in communicative activities, in which target structures were activated, was helpful for these structures to be acquired. That is to say, interaction is of vital importance in the course of ESL, learning and teaching.
Interaction plays a very important role in the process of teaching ESL, to children, it’s a key word to English teachers. When children learn English, they use English as a tool for communication. Many linguists consider interaction as a centrality to communication. “In the era of communicative language teaching,” H. Browns argues: “interaction is, in fact, the heart of communication; it is what communication is all about.”
目录：
Abstract………………………………………………………………………………Ⅰ
Key Words……………………………………………………………………………Ⅰ
摘 要…………………………………………………………………………………Ⅱ
关键词…………………………………………………………………………………Ⅱ
Introduction……………………………………………………………………………1
I. The Definitions of Interaction………………………………………………………3
II. Various Types of Interaction………………………………………………………3
A.Classroom Interaction……………………………………………………………3
1. Child-to-child Interaction……………………………………………………4
2. Teacher-to-child interaction…………………………………………………4
B. Outside Interaction……………………………………………………………5
1. Teacher-to- teacher Interaction………………………………………………5
2. Teacher-to- Parent Interaction………………………………………………5
III. Interaction in Children’s English learning…………………………………………6
IV. Introduce Interaction at the Very Beginning of Language Study…………………7
V. Conditions for Children’s Foreign Language Learning……………………………9
A. Contexts which Affect Children’s Language Learning…………………………9
1. In Your Experience, What Are the Basic Conditions for Children’s English Learning………………………………………………………………………………9
2. What Kind of Environment do They Need……………………………………9
3. Where Can They Get Support / Help…………………………………………9
B. Compare and Analyze Situations for Children’s Foreign Language Learning…10
C. How Can You Improve Children’s Learning Conditions………………………10
D. How Can We Improve Our Learning Conditions during the Training Course?11
Conclusion……………………………………………………………………………12
Acknowledgements…………………………………………………………………13
Bibliography…………………………………………………………………………14
参考文献：
Cole, P. An Adaptation c}'' Croup Dynamics to Foreign language Teaching} M}. Tesol Quarterly, 1970.
Ellis, R. Understanding Second language Acquisition Shanghai: Shanghai Foreign Language Education Press, 1999.
Ellis, R. Second language Acquisition Shanghai: Shanghai Foreign Language Education Press, 2000.
Federstein. A. School Characteristics and Parent Involvezent: Irfluences on Participation in Children’s Schools .The Journal of Educational Research
Harmer, J. How to Teach English .Beijing: Foreign Language Teaching and Research Press, 2000.
Wang, M-J. Studies of English Teaching and learning in China, Taiyuau, Shanxi Teachers’ University Press. 2001.
Wells, G. Learning through interaction: the Study Language Department Cambridge: University Press, 1981.
Widdowson, H. G. Teaching Language as Communication .Shanghai, Shanghai Foreign Language Education Press
http://www.fzjqgjzx.com/UploadFiles/20074384431134.doc
http://www.bibidu.com/fileview-6172.html
蔡宪．论教学交互[J]．江南学院学报．2001，(1)：95—98．
叶澜．“新基础教育”探索性研究报告集[M]．上海：上海三联书店，1999．
作者点评：
儿童英语的交互性教学
It is pointed out in the National English Curriculum that, one of the tasks of English course in elementary education period, is to cultivate children’s interest in English learning, and help them build up self-confidence. Children’s characteristics and instincts which children bring with their language learning are valuable and supportive factors which could speed up their learning if teachers can make good use of them.
Here is a summary of some of the important characteristics of children:
• characteristic of imagination
• characteristic of going for meaning first
• characteristic of learning by doing
• characteristic of picking up chunks
• characteristic of creative use of language
Children’s English learning is actually an interactive process. Interaction is the key to teaching language for communication. Interaction is neither a set of technique or devotion to certain approaches nor a matter of words. There must be cultivated relationships that encourage initiation of interactive activities from either side.