| 摘要:（摘要内容经过系统自动伪原创处理以避免复制，下载原文正常，内容请直接查看目录。） 儿童说话习得与外语进修一向是心思说话学研究的两个主要范畴。有一段时代，人们以为外语进修不过是母语习得的延续，和母语习得没有多年夜的差别。后来，跟着心思说话学研究的深刻，人们逐步熟悉到外语进修和母语习得有许多的分歧的地方，不克不及简略地把母语习得的做法套用到外语进修下面。然则，儿童说话的成长切实其实有很多值得外语教授教养沉思、自创的处所，同时，研究母语习得有助于我们熟悉外语进修的心思进程，并以此来指点外语教授教养的理论。本文试图在这一方面做以研究，商量儿章说话成长实际在俄语教授教养中的应用。以往，此方面的研究还很鲜见。 本文充足根据儿章说话成长的根本实际，引进心思说话学的最新研究结果，俄语论文，以期能为现代俄语教授教养供给有价值的自创。 本文包含三部门 第一部门，简述四种儿童说话取得的实际假说强调后天进修身分的外因论，强调后天身分的内涵论，认知互相感化论和社会互相感化论。 第二部门，论述儿童说话成长的阶段和特色。儿童说话成长的阶段划分为“前说话时代”和“真实的说话”。儿章说话成长的特色从说话与后天基本，俄语论文范文，说话与情况，说话与认知和说话懂得与说话生成四个方面停止论述。 第三部门，论证儿童说话’成长实际在俄语教材编写和俄语教授教养进程中的应用。 Abstract: Children's acquisition of speech and foreign language learning has always been the two main categories of psychological research. There is an era in which people believe that foreign language learning is a continuation of the acquisition of their mother tongue, and that there is no difference in their mother tongue acquisition for many years. Later, follow the thoughts to speak research deeply, people gradually familiar to foreign language learning and second language acquisition has many differences, cannot simply to language acquisition approach applied to below to learn a foreign language. However, the growth of children to speak and in fact there are many worthy of contemplation of foreign language teaching, own premises. At the same time, research on language acquisition have help us be familiar with foreign language learning psychological process, and in order to guide foreign language teaching theory. This paper attempts to make a study in this aspect, discuss the development of the use of language in the teaching of Russian teaching. In the past, this aspect of the research is still very rare. In this paper, according to the basic theory of the development of children's chapter, the introduction of the latest research results of psychology, in order to provide valuable reference for the teaching of modern russian. This paper contains three sections. The first section, briefly four children talk to obtain the actual hypothesis emphasizes acquired study status of external theory, emphasizes the connotation of acquired element theory, cognitive interaction theory and social influence each other on. The second section discusses the stages and characteristics of the growth of children's speech. The stage of children's speech development is divided into "pre speaking time" and "true speech" ". The characteristics of the development of children's speech from the speech and the day after tomorrow, the speech and the situation, the speech and the cognition and the speech understanding and the speech production four aspects to carry on the discussion. The third section is to demonstrate the application of the development of children's speaking in Russian teaching materials and the teaching process of Russian teaching. 目录: 中文摘要 3-4 俄文摘要 4 俄文摘要 5-6 目录 6-8 引言 8-10 第一章 有关儿童语言获得的理论 10-17 一、强调后天学习因素的外因论 10-12 ( 一) 强化理论 11 ( 二) 模仿论 11-12 二、强调先天因素的内在论 12-14 三、认知相互影响理论 14-15 四、社会相互影响理论 15-17 第二章 儿童语言发展的阶段和规律 17-21 一、儿章语言发展的阶段 17-18 ( 一) 单词话语 17 ( 二) 双词话语 17-18 ( 三) 连接语法 18 ( 四) 递归语法 18 二、儿章语言发展的规律 18-21 ( 一) 语言与先天基础 18-19 ( 二) 语言与环境 19 ( 三) 语言与认知 19-20 ( 四) 语言的理解与语言的生成 20-21 第三章 儿童语言发展理论在俄语教学中的运用 21-40 一、教材的编写 22-31 ( 一) 语言知识 23-29 1. 语音 23-24 2. 词汇 24-27 3. 语法 27-29 ( 二) 言语活动的顺序 29-30 ( 三) 题材 30-31 ( 四) 体裁 31 二、教学过程的安排 31-40 ( 一) 语言知识 32-35 1. 语音 32-33 2. 词汇 33-34 3. 语法 34-35 ( 二) 言语活动 35-37 1. 听 35-36 2. 说 36 3. 读 36-37 4. 写 37 ( 三) 注意的问题 37-40 1. 非语言符号的应用 37 2. 交际环境的创设 37-38 3. 纠错时机的把握 38 4. 母语的利用 38-40 结语 40-41 参考文献 41-43 致谢 43-44 |
