A Study On The Syntactic Features Of Teachers' Language In Kindergarten Picture Book Reading Activities And Its Influence On Children's Language Proficiency

Language is both a unique tool for human beings to express and communicate ideas and a system composed of a series of phonetics,vocabulary and syntax.As a professional language,teachers' language is an important part of their professional ability and a compulsory course for their professional development.In kindergartens,as an important source of input for children's language learning environment,teachers' language is of great significance to the development of children's language.In order to further explore the importance of teachers' language,this paper selects syntax which is an important part of teacher's language input and attempts to make a detailed and in-depth analysis of teachers' language features from a more microscopic perspective.Based on this analysis,the study pays close attention to teachers,thus taking 15 teachers as the research object and 30 picture book reading activities of kindergarten as the research context.At the same time,this paper adopts a research paradigm combined by quantitative and qualitative analysis to systematically describe and analyze teachers' language.It aims to present the syntactic characteristics of teachers' language in picture book reading activities of kindergarten from the complexity and diversity of syntax.What's more,it further explores what and how the syntactic characteristics of teacher's language influence that of children's.First of all,this paper draws the following conclusions through quantitative analysis:(1)In picture book reading activities of kindergarten,the syntactic complexity and diversity of teachers' language will increase with the growth of children's age;(2)In picture book reading activities of kindergarten,the syntactic complexity of teachers' language can effectively predict that of children's;(3)In picture book reading activities of kindergarten,teachers' diversity of being modifiers has a significant predictive effect on that of children's;the diversity of teacher's complex sentences fails to significantly predict that of children's.Secondly,this thesis conducts a qualitative analysis of the corpus collected during the research process,and deeply analyzes the influence of teachers in the conversation process and the ways to adapt to the syntactic characteristics of children.The research conclusions are as follows:(1)In kindergarten picture book reading activities,teachers mainly use“questioning demonstration” to influence children's syntactic characteristics;(2)In the kindergarten picture book reading activities,teachers adapt to the syntactic characteristics of children at any age through verbal feedback strategies,such as“correction” and “expansion”,so as to provide a more suitable language environment for children.Based on the above research results,this paper puts forward the following countermeasures and suggestions:(1)Teachers should pay attention to the systematic development of children's syntax and enhance their awareness of improving their own language skills;(2)Teachers should give priority to elaborate instructional design and improve the syntactic level of their own language in teacher-child interaction;(3)Forming a dynamic class in the end.Teacher adapts to the language characteristics of children in different ages through verbal feedback strategies.