非言语交际在学龄前儿童英语教学中的实证性研究

论文摘要

随着改革开放政策的深入和全球化趋势的发展,近些年在中国学习英语的人数与日俱增。其中,学龄前儿童(七岁以下)学习英语的现象越发普遍。在英语教学研究领域中,非言语交际作为一种教学方法,受到了不少学者和教师的重视。但是,大多数的相关研究关注的对象是大中小学在校生,对于学龄前儿童的英语学习状况却关注较少。本文主要通过作者的实证性研究,介绍了非言语交际作为一种英语教学方法在学龄前英语学习者中的应用。本研究以实证性研究为基础,旨在探讨将非言语交际作为教学法应用于学龄前儿童英语学习中的可行性。研究数据主要来自听力测试试卷和作者在平日教学中的系统观察。通过定量和定性分析,作者主要得出以下结论:首先,非言语交际在英语教学中的应用有助于学习者加深记忆,增强其英语学习兴趣。其次,非言语交际在英语教学中的应用有助于教授那些难于发音和难于记忆的“复杂单词”。再其次,非言语交际有助于为学龄前儿童营造一个轻松乐学的学习环境。尤其在二语课堂中,由于年龄太小,学龄前学习者经常无法完全理解教师的语言表达,也无法跟上教师通过语言所教授的内容。运用非言语交际可以让教学和学习过程更加愉快生动,使得幼儿学习者在学习过程中更加积极主动。而传统教学方法则可能使得儿童在英语学习中倍感无趣,无法集中精力,以致影响学习效果。作者希望以上研究结果可以在幼儿英语学习的研究领域中提供新思想和新发现,帮助英语教师从认知和语言发展角度更好的了解学龄前学习者的特点,鼓励教师将非言语交际融入英语教学中,从而在这一过程中达到教师乐教、学生愿学的“双赢”结果。

论文目录

• 摘要
• Abstract
• 1.0 Introduction
• 1.1 The reality of English learning and teaching in China
• 1.3 The purpose of the research
• 1.3 The purpose of the research
• 1.4 The Scope of the Present Study
• 2.0 Literature Review
• 2.1 Literature review of non-verbal communication
• 2.1.1 The history of the study on non-verbal communication
• 2.1.2 The importance of non-verbal communication in human activities
• 2.1.3 Types of non-verbal communication
• 2.1.4 Functions and characteristics of non-verbal communication
• 2.2 Development of early childhood
• 2.2.1 Introduction of development
• 2.2.2 Piaget's developmental theory
• 2.2.3 Erikson's stages of psychosocial development
• 2.3 Krashen’s theory on SLA
• 2.4 Principles of English language teaching to children
• 2.4.1 Learner-centre principle
• 2.4.2 Motivation principle
• 2.4.3 Task-based principle
• 2.4.4 Communicative competence
• 3.0 Implication of Non-verbal Behaviors in English Classroom
• 3.1 Implication of children's non-verbal behaviors in English classroom
• 3.1.1 Facial expression
• 3.1.2 The loudness of voice and pitch
• 3.1.3 The body language
• 3.2 Implication of teachers’non-verbal behaviors in English classroom
• 3.2.1 Clothing
• 3.2.2 Distance between teachers and students
• 3.2.3 Body language
• 3.2.4 Facial expression and eye gaze
• 3.3 Implication of parents' non-verbal behaviors in English classroom
• 3.4 Summary
• 4.0 The design of the present empirical research
• 4.1 Hypothesis and research questions
• 4.2 Subjects of the research
• 4.3 Teaching activities
• 4.3.1 Setting Teaching Goals
• 4.3.2 Teaching process
• 4.4 Instruments used in the research
• 4.5 Data collection procedures
• 5.0 Results and Data Analysis
• 5.1 Results and data analysis of Class A
• 5.1.1 Results from Test 1
• 5.1.2 Results from Test 2
• 5.1.3 Results from Test 3
• 5.1.4 Results from Test 4
• 5.1.5 Results from Test 5
• 5.2 Results and data analysis of Class B
• 5.2.1 Results from Test 1
• 5.2.2 Results from Test 2
• 5.2.3 Results from Test 3
• 5.2.4 Results from Test 4
• 5.2.5 Results from Test 5
• 5.3 Comparison of scores of Class A and Class B
• 6.0 Conclusions
• 6.1 Summary of findings
• 6.2 Enlightenments for English teachers
• 6.3 The limitations of the research
• References
• Appendix
• Acknowledgements
• 个人简历、在学期间发表的学术论文与研究成果