Educational Environment Of Teachers' Verbal Ability To Develop Early Childhood Language Study

Takes the language of childhood pragmatic ability the development, was recent years international language of childhood education domain one tends to together. The concerned language of childhood pragmatic theory thought that, the early child language with skill acquisition is in the child with other people exchange interaction process in, forms gradually and develops. Thus it can be seen the early time language of childhood pragmatic ability development, to a great extent is decided the education environment which locates at the child, the good language education environment and the teacher and student positive effective interaction promoted the child language with ability acquisition with the development.Associates the theory research take Bruner as representative's society the positive evidence to demonstrate that, the people may observe the adult frequently in to carry on the language with the child which the language contact uses the influence which results in to the language of childhood custom. In the different education environment teacher is language of childhood development important other people, teacher's in language pedagogical activity education idea, the teaching strategy and the active design as well as the teacher the spoken language characteristic which will use in the activity all directly affects the development which the child language will use.Our country Ministry of Education in 2001 promulgated "the Kindergarten Education Instruction Summary (Implementation)" to propose explicitly that, "Language of childhood ability is develops in the pragmatic process, therefore, develops the baby language key lets the baby strong memory massive glossaries, but is establishes one to be able to cause them to dare to say, wants to say, to have the opportunity to say and can to obtain the positive reply environment", and emphasized "must use the picture-book, the drawing and other many kinds of ways, promotes the baby early time reading ability development". This is the national first time educates the laws and regulations the form to propose explicitly takes the language of childhood pragmatic the request.Therefore, this research uses the method which the quantification research and the electron particle materialization research unifies, to in the different education environment teacher and the child when by the story carries on the language exchange for the medium the words, by the teacher and child speech turn quantity, the inter change, the speech act level and the pragmatic flexibility level, was accommodating the level four aspect languages with to carry on the comparison and the analysis, in order to discuss the characteristic which in the different education environment the teacher and the child pragmatic, as well as in the different education environment the language of teacher influence children pragmatic development, Draws the following conclusion:First, in the different education environment teacher's education idea, uses the teaching strategy and directly causes the difference to the teaching activity design which the language of teacher, affects the children pragmatic ability indirectly the development.Second, in the different education environment teacher uses the core spoken language type is similar, all revolves the way which the subject inquires to the focal point question and the children which current pays attention together launches the discussion, the teacher uses the core spoken language type the similarity, causes proximate which the children uses;Third, although the teacher has the similarity in the core spoken language type choice, but educates in the environment the teacher to adopt the different spoken language type differently, will be able to affect child to the spoken language type choice.Fourth, in the different education environment the teacher uses the spoken language type the emphasis point and the nimble degree difference, causes the spoken language type and the nimble degree which the children uses along with it change, has the difference.When fifth, in the different education environment teacher and the child carry on the language exchange, the teacher causes baby's language to the words power control degree with to have the huge difference differently.And aimed at the research conclusion to propose the corresponding teaching suggested:First, advocated the teacher can synthesize utilizes each kind to be advantageous to the child language development teaching strategy and the active design, provides for childhood with the development superior and the highly effective support sex education environment.Second, advocated the teacher helps the child in the language exchange to study gradually understood and expresses the different intention tendency, encourages the child to propose "questions" and "the supposition".Third, advocated the teacher exercises baby's language in real and the vivid language environment, causes the child to realize many kinds of spoken language type application.Fourth, advocated the teacher establishes the loose language utilization environment for the child, raises consciousness which the child exchanges positively, helps the child to become the positive pragmatic, but is not passive "the communicator".Fifth, suggested the teacher sets up the correct child to observe and the child educates the view, eliminates the teacher in language exchange "the words" the hegemony, the setting up equality language idea, awakens the language of childhood exchange "the main body" consciousness. When sixth, suggested teacher's spoken language can be flexible, the instruction terminology is clear about clearly, language fast moderate, the intonation is melodious, prompt back coupling children inquiry and reply.