共查询到20条相似文献，搜索用时 515 毫秒
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合作学习法:一种提高学生口语表达能力的有效方法 总被引：2，自引：0，他引：2
丁际群 《湖北广播电视大学学报》2007,27(12):130-131
语言焦虑情感会对学生口语表达产生负面影响。本文通过对学生口语表达时产生焦虑情感的归因分析,阐述了运用合作学习法的优势,从而有效地降低学生口语表达时所产生的焦虑情感,提高学生的口语表达能力。 相似文献
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词汇是语言教学的中心,但对外汉语的口语词教学却不尽人意。本文从现代汉语口语词的本体研究入手,分析其特点,进而探讨对外汉语口语词教学的重、难点以及存在的问题,并提出了整合大规模语料库、进行社会调查等解决对策。 相似文献
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Susi Long 《Literacy》2002,36(3):113-118
This article presents findings from a 9–month ethnographic study of cross–cultural learning for the purpose of helping teachers better understand classroom conditions and behaviors that support and hinder students’ comprehension of teachers’ spoken language. Data from a close, observational study of an 8–year–old learning to get along in a new language environment illustrate conditions that caused her to tune out and those that supported her attempts to comprehend. Because spoken language often sounds like an incomprehensible string of sounds to a new language learner, this article suggests that incomprehensibility as well as students’ discomfort and sense of vulnerability can be greatly reduced when teachers scaffold their use of language in specific ways. 相似文献
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李艳萍 《新疆教育学院学报》2005,21(2):21-23
根据构建主义理论，知识的构建过程不是一个人的封闭系统，只有在与他人的相互作用，相互合作的活动中才可能实现。合作学习是一种重要而有效的教学方式，其运用于口语教学有很多的优点，本主要就口语教学中合作学习的实施进行了尝试性的探讨。 相似文献
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对于出生在聋人父母家庭里的聋儿来说,跟他们的父母习得手语就如同健听儿跟他们的健听父母习得口语一样自然而轻松。那么作为一种以完全不同的形式——通过视觉手势而非听说形式来表现的语言,自然手语的习得与有声语言的习得又有何异同呢?文章以英语和美国手语为例对有声语言习得和聋人手语习得过程进行了比较和分析;文章还探讨了自然手语习得研究对聋儿早期语言发展的启示。 相似文献
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郑颐寿 《福建师范大学学报(哲学社会科学版)》2001,(4):63-67
本文概述了40年来汉语辞章学研究的成果，强调要学习、弘扬吕叔湘、张志公的精神，抓住汉语辞章学中带全局性、原则性的问题作深入的研讨，促进汉语辞章学的腾飞。 相似文献
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杨璧菀 《南宁职业技术学院学报》2012,(3):72-75
标话是今两广交界处西江流域由百越土著居民存留下来、以汉族人为主要使用对象的一种独特的少数民族语言,是语言活化石。标话的研究对语言学、文化学、民族学、历史学都有重要的意义,有重要的研究价值。标话是濒危语言,是珍贵的非物质文化遗产,标话的保存和保护工作关键在于提高公众的语言危机意识,可通过建立标话地区语言文化博物馆、建立标话语言文化研究中心等途径实施保护。 相似文献
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胡艳明 《新疆职业大学学报》2011,19(2):55-58
在对少数民族双语教师培训中,汉语口语教学占有重要地位,然而,汉语口语教学效果却一直不尽如人意。针对目前少数民族双语教师培训汉语口语教学的现状和成人语言学习的特点,从教学模式的角度进行分析,提出将任务型教学引入少数民族双语教师培训汉语口语教学中,力图探索一条比较适合少数民族汉语口语教学的途径,以期为改善和提高汉语口语课堂教学效果拓展一条新思路。 相似文献
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张倩 《洛阳师范学院学报》2007,26(4):133-135
教师口语是国家教育部规定师范类院校开设的必修课程。面对自身存在的问题,教师口语课程改革势在必行。本文在现象学视阈中,通过引入生活世界理论,集中探讨教师口语的教学理念和教学目标。认为新时期教师口语教学理念应包括立足生活世界的理念、以人为本理念和平等理念;教学目标除认知领域外,还应包括实践领域和情感领域。 相似文献
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轻声音节的语音模糊性析 总被引：3，自引：0，他引：3
董洁茹 《河南师范大学学报(哲学社会科学版)》2003,30(3):60-61
轻声作为语言中常见的一种语音现象，是最具模糊性特征的。本文通过对其定义、调值、音质及其在口语运用中音节的模糊性分析，论证模糊性是轻声的根本属性，从语音的一个侧面补充论证模糊性是语言的本质属性。 相似文献
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Deaf individuals usually face more challenges in reading and writing, because they are often deprived of adequate spoken input from their infancy. Research on the language features of deaf individuals’ writing is abundant. However, their language structures have as yet been unexplored. In order to address this subject, this article uses the holistic approach of complex network theory. This study builds three syntactic dependency networks, the intent being to capture the macroscopic linguistic features in writing of deaf individuals. Three networks are constructed: one is created from a treebank of texts produced by deaf individuals, and the other two are created from two treebanks of spoken and written language samples produced by hearing people. A dependency‐based theory of syntax is used. The results indicate that the language system of individuals with deafness is structurally similar to that of hearing people, especially to that of their spoken language, but individuals with deafness tend to have lower language proficiency in both syntactic and lexical aspects. The rigid use of function words and less diversity of vocabulary might be part of the reason for the observed differences. 相似文献
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刘明金 《阜阳师范学院学报(社会科学版)》2000,(6)
传统语法理论认为“不”字是否定副词,在句子中有不可替代的重要作用。可是在很多方言口语中,“不”字却可以充当前后缀的角色,甚至可省略可替换。本文着重讨论方言口语中“不”字做前缀后缀的种种用法。 相似文献
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王华 《中国教育科研与探索》2006,(4):12-14
任何语言都在一定程度上存在书面语和口头语的差异。在日常口语中，发音还会发生一些变化，了解口语的发音特点对提高听力水平和外语交流能力均有所裨益。本文从6个大的方面分析、总结了日语口语的发音特点。 相似文献
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幼儿教师的职业口语应当具有鲜明、生动的特点,将戏剧表演训练中的“真实感与信念”技术运用于学前教育专业学生职业口语的训练之中,有助于提高其职业口语的表现力。这种训练可以采取从原位坐姿的个别角色训练到移位站姿的完整作品训练等多个具体的步骤。在训练过程中,教师应注意考虑学生的特点、现代教育技术手段的运用及适宜的支持性条件与训练情境的创设等。 相似文献
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朝鲜、日本、越南汉语传播的启示与思考 总被引：1，自引：0，他引：1
从汉语在朝鲜、日本、越南的传播史可以看出,汉语传播跟经济贸易、技术文化交流、教育及选官制度关系密切;传播内容从书面语、方言逐步向标准化口语过渡;教材取向从母语教学向外语教学过渡。新时期的汉语传播,应该考虑外国人的思维特点,重视文化载体、教育渠道、教学模式和教材编写。 相似文献
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This article presents a qualitative study of five monolingual teachers’ understandings of the linguistic repertoires of their multilingual students. These teachers deliver the Saskatchewan provincial curricula in English to Hutterite colony students who are users of three languages: (a) spoken Hutterisch as a home and community language, (b) written High German as a language for religious worship, and (c) spoken and written English for school and for communication outside the colony. Findings from this study demonstrate that the teachers report having had limited or inaccurate understandings of their students’ linguistic repertoires prior to beginning their teaching positions. Secondly, the teacher participants’ awareness of the students’ language resources was, and is, an ongoing process. Finally, the willingness and ability to cultivate hybrid language use of Hutterisch and English varies from teacher to teacher. The article concludes with discussion of considerations for teacher education and in-service teachers working in Hutterite communities. 相似文献
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教师口语教学普遍重视语音和一般口语交际训练,而忽略教师职业口语训练。系统功能语言学理论为教师口语的教学设计提供了新的视角。强化语域意识,可以训练教师口语的专业性;掌握人际意义,能够提高教师口语的得体性;解析语类结构,利于优化教师口语的适切性。重视这几方面的教学,才能使学生掌握教师口语的特征,实现日常口语向职业口语的转换。 相似文献
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对外汉语口语课是对外汉语教学中占重要位置的技能课之一,其目的是培养学生的口语表达能力与语言交际能力。针对此选取初级口语与高级口语两个阶段,从自身教学体验出发,分析两者口语教学中的异同点并提出一些相应的教学策略。 相似文献
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《Support for Learning》2005,20(3):135-140
Active spoken mastery of a foreign language all too often remains an illusive wish on the part of language learners. There is a tendency to seek the causes of non‐fluency and accurate speech outside the classroom, for example, too little involvement, interest and time investment on the part of learners. In this article Manuela Macedonia asserts that the problem is attributed primarily to the type of exercises that are employed to process foreign language input. Traditional transmission of morphology and syntax by way of rules, and practising such rules via written exercises, does not lead to spoken language, for with this type of practice the retrieval of learned material is too slow and often incomplete to enable successful speech. While games in language and SEN instruction are not new, in this article their targeted usage based on cognitive/neurological evidence is proposed in order to proceduralise declarative knowledge and thereby to elevate accuracy and fluency to a level that enables real‐time speech. 相似文献