最初几年,口语经验在发展中扮演着主要角色儿童理解,口头表达,词汇和听力技巧。孩子们根据需要构建语言和目的。因此,把语言付诸实践需要识别单词的概念和认识到单词语音的基本元素。教师需要考虑使用的对话在教室里。让孩子学习和发展的经验,是老师的责任问语言和语言经验基础。认知质疑实践,例如,“你怎么理解?”、“这提醒你什么呢?”、“有什么区别呢?“将有助于促进反思性对话文本的意义。不过,老师还需要考虑到他们的教学语言是保持在一个水平的合适的复杂性和澄清,特别是当教那些孩子认为“风险”。干草et al。(2007),调查了四层的教学对话支持教师如何改善儿童的语言发展。空白的水平语言的复杂性让孩子们一个机会来开发词汇认知水平最低的对话。研究结果指出重大变化在语言表现儿童的“风险”,发现不支持语音知识和阅读素养的早期发展作出贡献。
澳洲媒体学代写ASSIGNMENT:口语经验
In the early years, oral language experiences play a major role in developing children's comprehension, verbal expression, vocabulary and listening skills. Children construct language according to need and purpose. So therefore, putting language into practice requires the recognition of the concept of words and recognising that words as basic elements of speech. Teachers need consider the dialogue that is used in the classroom. To enable children to learn and develop from their experiences, it is the teacher's responsibility to ask questions about language and build upon language experiences. Cognitive questioning practices, for example, 'How do you understand?', 'What does this remind you of?', 'How is this different?' will help to facilitate reflective conversations about the meaning of text. However, teachers also need to be mindful that their language of instruction is kept at a level of suitable complexity and clarification, especially when teaching those children deemed 'at risk'. Hay et al. (2007), examines four levels of instructional dialogue which support how teachers can improve children's language development. Blank's levels of language complexity allow children an opportunity to develop vocabulary from the lowest cognitive levels of dialogue. The research findings noted significant changes in language performance of children 'at risk' and supported findings that it is not phonological knowledge and book reading alone that contribute to the early development of literacy.
