| Language shows one's thought. The language development of children is closely connected with their social competence, cognition, and others. Their pragmatic competence developed through continuous study,and bounded up with the language environment. The pragmatic competence of preschool teacher plays vital role in children language development, and also being one of the standards of their teaching ability.The pragmatic competence can be different between immature and backbone preschool teachers for different teaching experience and knowledge framework, then causes different influences to children.This thesis reflects on the pragmatic research framework of Harvard University, takes 3 immature and 3 backbone preschool teachers as study object, collects linguistic data of 2 collective teaching activities of each teacher by video, then analyzed by INCA-A (The Abridged Inventory of Communication Act) and SPSS 19.0 through transformation and code,aims at point out the pragmatic features and differences between immature and backbone teachers.The study shows that:(1) On social interchanges, immature teacher prefer to activity itself,while backbone teacher always discussing with children about their feelings, ideas, and something connected, paying high attention to teacher-children communication in activity.(2)On speech acts, immature teacher shows more control than backbone teacher, and short of connect teacher's leading role with children's learning role. While, backbone teacher could offer children a expressive and performing change. It also shows that immature teacher care children's condition much than backbone teacher.(3)On pragmatic flexibilities, the kinds of flexibilities that both immature teacher and backbone teacher use are not so many. Backbone teacher can change their language use according children's age and developing demand, but immature teachers focus on certain flexibilities,lack of flexibilities. |
PDF Full Text Request