幼儿外语启蒙教育关键期问题的再思考

当前,我国幼儿外语启蒙教育显现低龄化趋势,对于幼儿外语启蒙教育关键期的看法众说纷纭。本文就这个问题列举了两大主要观点,并逐一肯定其合理的成分,剖析其欠妥的认识,力求为读者提供清晰的思路。

幼儿亲子外语教育探究及其实施建议

幼儿亲子外语教育作为一种新兴的外语教育方式,在受到广泛关注的同时也遭到许多质疑。幼儿亲子外语教育具有开放性、启蒙性等特点,与传统学校外语教育存在着诸多方面的差异。幼儿学习外语有着生理学、语言学、社会语言学以及认知心理学的理论依据。实施幼儿亲子教育要创设良好的外语环境,培养幼儿学习语言的兴趣并且要保证亲子外语教学的规律性和持续性。

任务教学法在幼儿园英语教育中的应用

幼儿时期的外语学习是外语学习的关键期。幼儿是在交流和运用外语的过程中习得并提高外语水平。在学习过程中,他们以直接经验为基础,教师和同学用直接的肯定与否定对幼儿的语言认知产生极大的影响。任务教学法符合幼儿学习语言的特点,也有利于幼儿在实践中操练英语。在任务的三个阶段中,教师精心设计任务,使用多模态教学模式,运用听说唱舞涂色连线等方式激发学生学习的积极性和兴趣并培养他们实际运用语言的能力。

我国外语学习低龄化现状分析

交流的需要和竞争的压力使得越来越多的人们开始学习外语。“关键期理论”作为现有幼儿外语教育的理论依据使得我国外语学习越来越呈低龄化。然而,我国幼儿外语教育现状并不乐观。从教育理念、环境到师资都有待进一部优化。

以游戏为工具对低龄外语学习者进行词汇教学

在过去的几十年里,对于少年儿童来说,学外语成为一种现象。英语已经成为幼儿园和小学的主要科目之一,甚至沿海城市还开设了其他语种课程。本文通过研究使用游戏来进行词汇教学的实际含义,提出了教师在运用游戏教学词汇时面临的挑战,希望能够为低龄外语教学中游戏的运用提供参考。

English Vocabulary Acquisition Through Songs in Chinese Kindergarten Students

This paper reports an empirical study that examined the widespread practice of using songs in language teaching for young learners. The study may represent the first methodologically rigorous assessment of vocabulary acquisition through songs as used in language teaching. Over a seven-week period including fifteen 40-minute classes, three groups of students from two private kindergartens in Beijing were taught five short English phrases of 4-8 words through each of three conditions （songs, choral repetition, control） in a within-subject repeated measures design. Vocabulary acquisition was measured by the number of meaningful morphemes produced by the students in a picture description task administered before and after the teaching period. Results indicated significant acquisition for items learned through songs and choral repetition, but not for control items. The implication is that songs may indeed contain important pedagogical value.