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浸入式环境下幼儿英语情境化教学研究

日期:2018年02月15日 编辑:ad201011251832581685 作者:无忧论文网 点击次数:2204
论文价格:300元/篇 论文编号:lw201605151106197650 论文字数:59910 所属栏目:小学英语教学论文
论文地区:中国 论文语种:English 论文用途:硕士毕业论文 Master Thesis
an Community countries created the functional method. They thought that verbalcommunication is always in the specific context, and the teaching process should pay attention tocreate a real communicative language environment. Krashen and Taylor (1977) put forward thenatural proposition, which advocated that teaching and using language knowledge in a situation.With the rise of task language teaching in the 1980s, it was thought that language tasks need tobe accomplished in the real situation and the task is to deal with the simulation or real lifeproblems with languages.In the 1960s, Canada first experimented French immersion instruction, and then manycountries referred and developed this instruction mode. English immersion instruction is alsoused widely. English immersion instruction of various countries is emphasized to be carried outin the real situation as much as possible. In the 1990s, Snow summarized 10 kinds of typicalimmersion skills, which included “providing full situational support for the teaching language”.But so far, the author has had no access to foreign research specifically for the contents ofEnglish immersion situational instruction at the preschool stage.

Chapter Three Methodology ........ 21

3.1 Research Questions ........... 21
3.2 Subjects ............................ 21
3.3 Research Instruments ............. 22 
3.4 Data Collection............. 24
Chapter Four Results and Discussion......... 26
4.1 Strategies used in children immersion situational instruction ........... 26 
4.2 Results of the Interview...................49
Chapter Five Conclusion.................52
5.1 Major Findings.....................52
5.2 Implications......................53
5.3 Limitations ...............57
5.4 Suggestions for the Future Work..............58

Chapter Four Results and Discussion


4.1 Strategies used in children English immersion situational instruction

In this lesson, the kids memorized of various animals’ characteristics by the role playing.Because of integrating the roles they played, kids cultivated a love for the beautiful forestnaturally. Through the situation “the king of the forest”, they understood every animal in theforest is a unique indispensable individual. Therefore, when the kids know the forest wasdestroyed, they have a better understanding of animals’ suffering and helpless. Their reflectionsare sincere and touching which moves the audiences and themselves deeply. The teacher was notthe protagonist in this show, but an assistant in her performance as the “Monkey”. In theinformal interviews of the teacher, she mentioned that her class is a large shift, and childrenexcelled in spoken English. Teaching courses in normal classroom environment is no rather than creating a situation in which children can play. This could achieve better teaching effect.Using this strategy, teachers should provide a large number of playing roles for children toselect. Before the playing, teachers should make full preparations, including teaching knowledge,materials, emotional provision and etc. Knowledge preparation includes learning related words,phrases, and sentence expression in advance. Materials preparation means a lot of things such asthe layout of the background, providing the suitable clothing, props, music and etc. Emotionalpreparation is the mental exchanges with the kids. During the performance, the teachers shouldcarefully perform as a guide and an assistant, making the students as the main body. They shouldfully trust their students and encourage them to play actively, to express themselves confidentlyand bravely.