The Study Of Speechact Of Kindergarten Teachers In Language Teaching Activitie Based On FIAS

Speech interaction acts between teachers and children at kindergartens mostly happen during collective teaching activities. The main purpose of children’s language teaching activities is to promote the formation of children’s language skills and stimulate children’s interest in literature. Therefore, in language teaching activities speech interaction behavior between teachers and children is more common. The teachers as one side which grasp relatively high speech skills in language teaching activities play a leading role in speech interaction between the teachers and children. Qualities of the teachers’ speech behavior greatly affect the development of the children’s language. Hence, it is practically significant to conduct research on kindergarten teachers’ speech behavior in language teaching activities. The purpose of this study is to stimulate the kindergarten teachers’ reflection on their own speech behavior and enhance the quality of children language teaching activities so as to promote sound development of children’s language.This study mainly adopts the method of non-participant observation and takes classroom interaction analysis system put forward by well-known American educator Flanders as a major study tool. In western countries this system is widely used to evaluate classroom teaching behavior with the features of conducting structured and quantitative research. To make up the insufficiency of quantitative analysis, qualitative study methods ranging from literature study, interview method to case analysis method are adopted as auxiliary methods.This research includes five parts:Part one is introduction, which consists of research background and questions, significance of research(academic value and application value), literature review and definitions of related concepts.Part two is research design, which contains thoughts of research, objects of research, research methods and research tools. The part of research tools mainly introduces the Flanders classroom interaction analysis system, actual situation of the combination of this system with teaching in kindergartens by the researcher, reformation of operational definition and criteria of ten types of speech act divided by the Flanders classroom interaction analysis system so as to better coordinate with actual needs of this research.The third part, the results and analysis of research, is consist of two parts, one of which is quantitative analysis based on datas with the Flemish observation system, and the other is qualitative analysis of typical problems of teachers’ verbal behaviors in the real teaching activities, combined with interview and case.The forth part is analysis of problems of teachers’ verbal behaviors in the language teaching activities in the kindergarten, which indicates teachers have such problems of verbal behaviors as discourse hegemony, lack of affection, deficient validity, poor verbal expression, differences between individuals, etc. After that, Reasons of those problems are analyzed from the perspective of teachers themselves, parents and kindergarten.The fifth part gives improving strategies according to the above-mentioned reasons.