语言论文范文

引言：寻求写作上的突破？我们特意为您精选了4篇语言论文范文，希望这些范文能够成为您写作时的参考，帮助您的文章更加丰富和深入。

篇1

感谢在广东普信公司实习时的同事们，他们在我第一次参加实际项目开发的过程中给了我莫大的帮助和鼓励。特别要感谢我的项目经理李旭和黄润怀，是他们的信任给了我很多锻炼的机会，也一直对他们给予我的生活上的照顾心存感激。和他们一起为广州项目奋战的一年多是我人生中一段难忘的经历。

感谢我的朋友Louis，Dick，Iris，Tracy，Sawyer，Joe，Jason，IceBear，以及更多我无法逐一列出名字的朋友，他们给了我无数的关心和鼓励，也让我的研究生生活充满了温暖和欢乐。我非常珍视和他们的友谊！

感觉计算机学院研028班的我的同学，感谢他们在学习和生活上给予我的帮助。

篇2

摘要：本文的开头对移动电话的短消息（又称短信）作了简要的介绍。尽管短消息的出现给人们带来了方便，短消息自身语言的特点导致了它容易被人们误解。从语言学的角度，本文分析了导致短信被误解的几个因素。第一，短消息语言违背了合作原则。人们在交际过程中，常常会采用一种准则。为了很好的交流，人们回遵守“会话准则”。而短信语言对准则的违背，导致了短信的作用不明确。并且，人们在解释短信内容时，往往只根据自己的经验。第二，与面对面的谈话和电话通讯相比，短信缺少肢体语言、表情、适当的重音和语调。第三，短信语言与书面语言相比，具有随意性。文章的结尾对相关的问题提出了解决的办法。

关键词：短消息或短信、误解、合作原则、肢体语言、表情、重音、语调、书面语言

AnAnalysisofShortMessageLanguageandBehaviorswithaLinguisticApproach

Thesisstatement:Shortmessageisvulnerabletomisunderstanding,whichcanbeexplainedbytheviolationofthecooperativeprinciple,andincontrastwithtraditionalconversationandwrittenlanguage,thedeficiencyofshortmessageisanalyzed.

Outline

IIntroduction

IIThevulnerabilityofSMtomisunderstandingfromtheperspectiveofthecooperativeprinciple

A.Introductionofcooperativeandtheviolationofmaxims

B.Threekindsofmisunderstanding

⑴Theindefinitenatureofthesender’smessage

⑵AnumberoffactorsaffectingtheinterpretationofSM

⑶ThequeryconcerningtheendofSMconversation

IIIThedeficiencyofSMincontrastwithface-to-faceconversationandTELcall

A.Thelackofbodylanguageandexpression

B.Thelackofstressandintonation

IVThecasualnessofSMincontrastwithwrittenlanguage

A.SMprocessedatrandom

B.ThedifferencesbetweenSMlanguageandwrittenlanguage

VConclusion

IIntroduction

ShortMessageService(SMS)isanewcommunicationaltoolthatcombinesthefunctionsofmobilephoneandpager.AccordingtothestatisticsfromGlobalGPSAssociation,thetotalnumberofSMshasreached510billionin2003,andChinaaccountsforonethirdofthem,soaringto170billion.SMisregardedasaconvenient,highlydemocratic,informationalmediumforconveyingmessagesthatconformswelltohumanneeds.Asamoderncommunicationtool,SMhasmanyadvantageswhichareabsentinothercommunicationmedias.Forexample,SMenablesdumbpeopletocommunicatefreelywithhealthypeople;SMmakesnonoisewhichmaybotherothers;SMprotectsprivacy,becausenothirdpartyknowsthecontentofSMconversation.

However,thecharacteristicsofSMlanguagealsobringnegativeeffectstopeople’slife.PeoplefindthatSMisnotsopowerfulandpleasant,anditcanbeeasilymisunderstood.Withthehelpoflinguisticapproaches,factorsthatareresponsibleforthemisunderstandingofSMareanalyzed:1).theviolationofthecooperativeprinciple.2)SMcannottaketheplaceofface-to-faceconversation.3)SMismorecasualthanwrittenlanguage.

IIThevulnerabilityofSMtomisunderstandingfromtheperspectiveofthecooperativeprinciple

TheprocessofsendingSMissoeasyandinformalthatpeopletreatitastheydoconversation.SMisabitlikeaconversationatthewatercoolerthatcanbeinstantlyforwardedto50people.Foraconversationtobesuccessful,inmostsocialcontexts,theparticipantsneedtofeeltheyarecontributingsomethingtoitandaregettingsomethingoutofit.Forthistohappen,certainconditionsmustapply.Everyonemusthaveanopportunitytospeak:nooneshouldbemonopolizingorconstantlyinterrupting.Theparticipantsneedtomaketheirrolesclear;theyneedtohaveasenseofwhentospeakorstaysilent;whentoprofferinformationorholditback;whentostayalooforbecomeinvolved.

Thesuccessofaconversationdependsnotonlyonwhatspeakerssaybutontheirwholeapproachtotheinteraction.“Ourtalkexchangesdonotnormallyconsistofasuccessionofdisconnectedremarks,andwouldnotberationaliftheydid.Theyarecharacteristically,tosomedegreeatleast,cooperativeefforts;andeachparticipantrecognizesinthem,tosomeextent,acommonpurposeorsetofpurposes,oratleastamutuallyaccepteddirection”(Grice1975:45).Peopleadopta“cooperativeprinciple”whentheycommunicatewitheachother:theytrytogetalongwitheachotherbyfollowingcertainconversational“maxims”thatunderlietheefficientuseoflanguage.Fourbasicmaximshavebeenproposed.

Themaximofqualitystatesthatspeakers’contributionstoaconversationoughttobetrue.Theyshouldnotsaywhattheybelievetobefalse,norshouldtheysayanythingforwhichtheylackadequateevidence.

Themaximofquantitystatesthatcontributionsshouldbeasinformativeasisrequiredforthepurposesoftheconversation.Oneshouldsayneithertoolittlenortoomuch.

Themaximofrelevancestatesthatconversationsshouldclearlyrelatetothepurposeoftheexchange.

Themaximofmannerstatesthatthecontributionshouldbeperspicuous,inparticular,thatitshouldbeorderlyandbrief,avoidingobstructingambiguity.

Inshort,thesemaximsspecifywhatparticipantshavetodoinordertoconverseinamaximallyefficient,rational,co-operativeway:theyshouldspeaksincerely,relevantlyandclearly,whileprovidingsufficientinformation.Buttheuseoftermsprincipleandmaximdoesnotmeanthatthecooperativeprincipleanditsmaximswillbefollowedbyeverybodyallthetime.Ifpeopleviolatethesemaximsdeliberately,listenersmaydrawinferencefromwhatspeakershavesaidandworkouttheimplicatureoftheutterance.ButforSMusers,violationofmaximsisdonepassively.

Thenletustakealookatthefollowingshortmessagesrecordedintheauthor’smobilephone.

No.1.A:“Stillbusy?”---9:40pm

(Conversationstarted,butA’spurposeisconfusing)

No.2.B:“Nottoobusy,what’sup?”---9:41pm

(ActuallyBwasverybusyinhisessay,maybewriting,butBinferredthatAmusthavesomethingimportanttotell.)

No.3.A:“WhenyouworkedintheComputerAssociation,haveyoueverfailedtonegotiatewithsponsors?”---9:46pm

(IttakesA5minutestorespond.Heattemptstomakehiswordsappropriate.Bhastosuspendhisworkandwaitforadirectanswer.Butthisanswerseemssoirrelevant.)

No.4.B:“No”---9:47pm

(Btriestoconcentrateonhiswork,soherespondsbriefly.Aisquitefrustratedbythefailednegotiationandneedssomeonetocomforthim.Thesingleword“No”makeshimthinkthatifBisnotbusy,howBcouldbesocold.)

No.5.A:“Sorry,Ithoughtyoudid,then,goodnight.”---9:49pm

(Conversationhastobeendedupunpleasantly)

No.6.B:“Goodnight.”---9:50pm

(BisstillunawareofA’sintention.Hecandonothingbutendconversation.)

Thetwoparticipantsofthisshortconversationviolatethefourmaximsviolationsofmaxims.

No.1violatesMofquantity.Hesaystoolittle.Heshouldstatehispurposeclearly.

No.2violatesMofquality.Hesayssomethingthatisfalse,buthehasto.

No.3HereA’scontributioninitsliteralmeaning,failstoanswerB’squestion,andthusseemstoviolateatleastthemaximsofquantityandrelevance.WemightthereforeexpectA’sutterancetobeinterpretedasanon-co-operativeresponse.Yetitisclearthatdespitethisapparentfailureofco-operation,wetrytointerpretA’sutteranceascooperativeatsomedeeperlevel.WecanassurethattherecouldbesomepossibleconnectionbetweenNo.2andNo.3.However,sinceitisaSMconversation,AandBcouldnotseeeachother.Bisactuallyinahurryandhewantstogotothetopicdirectly,butAwantsaeuphemisticway.HereSMisnotpowerfulenoughtoconnectthestatesofmindofthetwopersons.

No.4alsoviolatesMofquantity.Bissupposedtobeconsiderate.

No.5violatesMofmanner.Twosentencesseemnotorderly.

However,inourdailyconversation,theimplicaturesofwordsareeasilydeduced.Sowhydoestheviolationofco-operativeprincipleinSMfailtoenablepeopletoworkouttheexactimplicatures?Theremustbesomeotherfactorscontributingtotheunderstandingofwords.Weshallfurtherdiscussthispointinthethirdsection.Althoughthetwoparticipantsofthisshortconversationdonotviolatemaximsdeliberatelyandpurposefully,theirwordsaremisconstrued.AndthemisconstructionsofSMcanbesortedintothree.

Firstly,thepurposeofSMlanguageisnotdefinite,i.e.,thefunctionsofSMlanguagearenotclear.Linguiststalkaboutthefunctionsoflanguageinanabstractsense,thatis,notintermsofusinglanguagetochat,tothink,tobuyandsell,toreadandwrite,togreetpeople,etc.Tocommunicateourideasistheusualanswertothequestion“whydoweuselanguage?”Indeed,thismustsurelybethemostwidelyrecognizedfunctionoflanguage.Wheneverwetellpeopleaboutourcircumstancesorourselvesoraskforinformationaboutotherselves,weareusinglanguageinordertoexchangefactsandopinions.Theuseoflanguageisoftencalled“ideationalorreferential”.Butitwouldbeproblematictothinkofitastheonlywayweuselanguage.Linguistssummarizethesepracticalfunctionsoflanguagelikefollowing:informative,interpersonal,performative,emotive,phatic,recreationalandmetalingual(Hu2001:10).HallidayproposesatheoryofmetafunctionsoflanguagethatislanguagehasIDEATIONAL,INTERPERSONAL,andTextualfunctions.Ideationalfunctionconstructsamodelofexperienceandconstructslogicalrelations,interpersonalfunctionenactssocialrelationshipsandtextualfunctioncreatesrelevancetocontext(Halliday1985:VIII).

Amongthem,thefirsttwofunctionsareoftenmixedupinSMlanguage.Formostpeople,theinformativefunctionispredominantlythemajorroleoflanguage.Languageistheinstrumentofthoughtandpeopleoftenfeeltheneedtospeaktheirthoughtsaloudaswhentheyareworkingonamathproblem.

Andthemostimportantsociologicaluseoflanguageistheinterpersonalfunction,bywhichpeopleestablishandmaintainacomfortablerelationinasociety.SMisamediumwhosefunctionisratherconfusing.Peopleuseittoconveyinformation,keepintouchwitheachother,sharejokes,expressemotionsorevenpassanger.Buttherecipientcannottellwhichfromwhich,hemightdealwithhisshortmessageswithanattitudethatisunexpectedbyitssender.Let’sseethefollowingexample.

A:“Iplayedfootballthisafternoon,howtiredIam.”

B:“Oh,really?You’reenergetic!”

Theconversationendshere.Afeelstiredafterplayingfootball,andsendsaSMtooneofhisfriendsBtoexpresshisexcitement.ButthisconfusesBastohowtorespondappropriately,orhemaysimplybroodaboutitforquitealongtime.

Secondly,therecipientsofSMmaketheirowninterpretationsbasedonsituationaleffectsandschemata.Thefirstandthesecondsortofmisunderstandingscanbesomewhatoverlapping.BecausefunctionofSMlanguageisnotclear,peoplebegantointerpretmessageswiththeirownexperience.Besides,thequantityofinformationconveyedisofteninadequate,SMleavesalotofblankspacesinwhatpeoplesay,whichtherecipienttendstofillwiththemostnegativeinterpretations.

Thirdly,howtoendSMconversationandwhenistherighttimetoenditalsobotherSMusersalot.NomatterhowpeopleenjoySM,writingitisverytimeconsuming.Ifonewantstoenditandtheotherdoesnot,atleastonewillbeunpleasant.ItisunlikelythatbothofthemarereadyforSMconversationatthesametime,becausetwopeopleareintwoenvironments.

IIIThedeficiencyofSMincontrastwithface-to-faceconversationandTelcall

Peoplecanhidethemselvesbehindthetinyscreens,andtherefore,theyarebraverandtheycantellwhatevertheylike.Somanypeoplearenowabusingit.Butisitsuperiortoface-to-faceconversationsandtelephonecalls?Theanswermightbeno.

Firstly,SMlacksbodylanguageandfacialexpressions.Thecommunicativeuseofthevisualandtactilemodesisoftenreferredtoas“nonverbalcommunication”,especiallyinacademicdiscussion.Ineverydayterms,itistheareaof“bodylanguage”(Crystal1997:403).Mostpeoplemaynotbeawareoftheimportanceofitwhentheymessageeachother,becausetheydoitsubconsciously.Thefieldofnon-verbalvisualcommunication,kinesics,canbebrokendownintoseveralcomponents:facialexpression,eyecontact,gesture,andbodyposture.Eachcomponentperformsavarietyoffunctions.Movementsofthefaceandbodycangivecluestoaperson’spersonalityandemotionalstate.Theface,inparticular,signalsawiderangeofemotions,suchasfear,happiness,sadness,anger,surprise,interest,anddisgust.Manyoftheexpressionsvaryinmeaningfromculturetoculture.Inaddition,thefaceandbodysendsignalsaboutthewayasocialinteractionisproceeding.Patternsofeyecontactshowwhoistalkingtowhom;facialexpressionprovidesfeed-backtothespeaker,expressingsuchmeaningsaspuzzlementordisbelief;andabodypostureconveysaperson’sattitudetowardstheinteraction(e.g.relaxation,interest,boredom).

Severalkindsofsocialcontextareassociatedwithspecificfacialorbodybehaviors(e.g.wavingwhiletakingleave.)Ritualorofficialoccasionsareoftenprimarilymarkedbysuchfactorsaskneeling,orblessing.WhileSMonlyprovidesitsrecipientscoresofcharacters(oneshortmassagecontainsnomorethan70Chinesecharacters),thesender’sfacialexpressionorevenhisattitudetowardswhathesaidonlydependsontherecipient’spersonalimagination.TherealmeaningofSMandintentionthusareoftenmisunderstood.

Besides,comparedwithtraditionalconversation,SMlacksproperstressandintonation.Stressreferstothedegreeofforceusedinproducingasyllable.Intranscription,araisedverticallike[′]isusedjustbeforethesyllableitrelatesto.Abasicdistinctionismadebetweenstressedandunstressedsyllables,theformerbeingmoreprominentthanthelatterusuallyduetoanincreaseinloudness,lengthorpitch.Thismeansthatstressisarelativenotion.(Hu2001:71)Atthewordlevel,itonlyappliestowordswithatleasttwosyllables.StresspatterninChineseiseasier,becausewecanjustfocusonsentencelevel,whereamonosyllabicwordmaybesaidtobestressedrelativetootherwordsinthesentence.Sentencestressisoftenusedtoexpressemphasis,surprise,etc,sothatinprinciplestressmayfallonanywordoranysyllable.Forexample,aSMconversationbeginswithasentencelikethis,“IwentshoppingaroundJiefangbeithewholeday.Iboughtnothing.”

Thesentenceisquiteclear,butwhichworddoesthesenderemphasize?Ifthissentenceiscarriedonatelephoneorface-to-faceconversation,itwillnotcauseanypuzzle.

Intonation,andothersuprasegmentalfeaturesoflanguage,performsavarietyofdifferentfunctions.(Crystal1992:173)Themostobviousfunctionistoexpressawiderangeofattitudinalmeanings---excitement,boredom,surprise,friendliness,reserve,andmanyhundredsmore.Intonationconveysagreatdealaboutwhatisreferredtoasthe“informationstructure”oftheutterance.Intonationcanhelptoorganizelanguageunitsthataremoreeasilyperceivedandmemorized.

IVThecasualnessofSMincontrastwithwrittenlanguage

However,wecannotsimplysaythewrittenformofspeechislesspowerfulincommunication.OnethingthatdiffersSMlanguagefromletters,andE-mailisthecasualnessofSM.SMisoftenprocessedunderarandomcondition.Theusermaydoitwhileheishavinglunch,takingawalk,readingbooks,talkingtoothers,orwatchingTV,etc.Hecouldnotfocusallhisattentiononwritingwhathewantstosay.Hehastodoitwithlittlethought.Besides,sometimes,oneSMusermaymessagethreeothersormoreatthesametime.Theoverloadeduserhastospeeditup,andthequalityofSMdecreases.Butwhenpeoplewriteletters,theyaremuchmoreconsiderate.UnlikeSM,sendinglettersisdemanding,sincewecannotwriteletterswhereverandwheneverwelike.Oncealetterissent,littlechanceleftfortheaddressertoexplainit.

Thus,SMismorelikearecordofspokenlanguage,andthenumberofitscharactersisquitelimited(nomorethan70,includingpunctuations).Inthefollowingparts,wefocusondifferencebetweenSMlanguageandwrittenlanguage.

Thepermanenceofwritingallowsrepeatedreadingandcloseanalysis.Itpromotesthedevelopmentofartfulorganizationandmoreconcise,intricatelystructuredexpression.Unitsofdiscourse,suchassentencesandparagraphs,areclearlyidentifiedthroughlayoutandpunctuation.(Crystal1992:181)Bycontrast,thespontaneityandrapidityofSMminimizethechanceofcomplexpreplanning,anditalsolacksrepetition,rephrasingfillerphrases(suchasyouknow,yousee,think)thatassistspeakersto“thinkstandingup”,andthereisnouseofintonationandpausetodivideanutteranceintomanageablechunks.

Theparticipantsinwritteninteractioncannotusuallyseeeachother,andtheythuscannotrelyonthecontexttohelpmakeclearwhattheymean,astheywouldwhenspeaking.Asaconsequence,writingavoidswordswhosemeaningrelyonsituation(suchasthisone,overthere).Writersalsohavetoanticipatetheeffectsoftimelagbetweenproductionandreception.ThisisoutofthequestioninSM.SMusersassumethattheothersideisalwaysreadyforreceptionofSM(actually,itisquitenormalthattherecipientisverybusy),andthatthefeedbackwouldcomeimmediately.ButSMisnottime-bound,andthesituationinwhichbothparticipantsarepresentisrare.

WrittenlanguagetendstobemoreformalthanSMlanguageandismorelikelytoprovidethestandardthatsocietyvalues.DifferentpeoplehavedevelopedtheirownSMhabitorstyle.Somepeoplefrequentlyusepunctuations,suchas“:-)”,“:-(”,“:-=”,“:-*”;someusecapitalizedwordforexample“Oh,TMD”,“I’llTyou”toexpressspecialmeanings.Thesewords,ononehand,makeSMlanguagevivid,butontheotherhand,languagebarrierisformed.Noteverybodycouldunderstandthesefashionablewords,anditisbeingupdated.People,especiallythosewhoseldommessageanother,findthemselvestrappedbythesepersonallycoinedwordsandexpressions.

VConclusion

Mobile-basedSMisnotbaditself.Liketheemergenceoftelevision,SMisalsostronglycriticizedforitsdisadvantage.Ifweuseitappropriately,itmakesourlifebetter.Here,severalsolutionsaresuggested.

Intheabsenceofimmediatefeedback,availableinmostspeechinteraction,careneedstobetakentominimizetheeffectsofvaguenessandambiguity.

⑴Beforemessaging,thinkingabouttherecipient’ssituationishelpful,e.g.,istherecipientstillathiswork?Iftimeisnotright,SMmightbothertherecipient.

⑵ThelanguageofSMmustbewellchosen.Wecanusefashionwordsorcoinedwordswhenwemessageanintimatefriends,becausewesharethesameenvironment,andthesewordswillworkperfectlyincommunication.Butiftherecipientisnotsofamiliar,we’dbetteruseformalwords.Inotherwords,howwemessageshouldbebasedonthespecificrecipient.

⑶IntermsofthecontentsofSM,itshouldnotbeusedtodiscussbadnews.Nevercriticizesomebodyandneverdiscussifthere’sanychancethatwhatwesaymightbetakentoawrongway,weshouldpickupthephoneorwalkouttodiscussitinperson.

Fortherecipient,therearesomeothersuggestionswhichmightbehelpful.

⑴Ifwearedoingsomethingveryimportant,suchasgivingalectureorhavingaconference,inwhichdisturbanceisnotallowed,wehadbettershutoffourmobilephones.Onceapersontriestosendusashortmessage,heorshemayquicklyfindthattherecipientisnotavailableatthatmoment.Thus,waitingandfurtherguessingcanbeavoided.

⑵However,itisinevitabletocomeacrossunpleasantwordsinSM,intermsofbothlanguageandcontent.WeshouldbearthisinmindthatmostpeoplewouldsendSMwithlittlethoughts.Ifwedofeelquitebothered,weshouldcallthesenderandmakethematterclearasquicklyaspossible.

Bibliography

Crystal,David.TheCambridgeEncylopaediaoflanguage.Cambridge:CambridgeUniversity

Press,1992.

Grice,H.P.Logicandconversation.InP.Cole&J.L.Morgan(eds)Speechacts.NewYork:

篇3

语言是人们进行交流的工具。英语则是进行国际交往的工具。随着信息时代的蓬勃发展，社会的不断进步，世界似乎也变得越来越小，我国与世界各国的友好往来越来越多，与许多周边国家的国际贸易交往越来越广泛。对于即将在中国举办的2008年奥运会来讲，培养大批的，有娴熟的外语语言能力，有高超的外交水平的优秀人才是势在必行的。一个人的语言文字能力、交际能力是一个人最重要的素质之一。英语教学要实施素质教育，就要把培养语言交际能力作为英语教学的一项重要任务，把这一思想贯穿在教学过程之中。因此，在英语教学中，培养学生的语言能力是中学英语教育的重点。

一、听、说结合，提高语言能力

学习语言总是音感先行的，以听、说入手是外语教学的特点。课堂上我用英语组织教学，精心设计每一节课，让学生听得明白，听得有趣，津津乐道。在听的基础上，让学生把学到的知识经过自己的理解，以说的方式表达出来。我采用多种形式对学生进行训练，如复述课文，值日生报告，背诵小诗文，学生之间的相互问答等方面来训练学生听、说能力。复述课文是培养学生组织语言和连贯表达的有效训练，一开始对有的学生来说难度很大。我就反复播放课文，让学生反复听，直到听懂课文大意，并能用自己的语言表达为止，或用问答方式帮助学生用正确的语言复述全文，直到不加提示，学生也能独立复述的程度。我还鼓励学生从自己的喜好出发，选择各种各样的英语听力材料进行练习，也可以将好的材料与同学们分享。互相帮助，一同提高。这样长期地坚持听、说训练，学生会说得越来越流畅，读得越来越准确，语言能力也提高了。

二、语言习得与语言能力的培养

语言习得是培养语言能力的基础。克拉申认为“人们使用语言的能力(包括使用外语的能力)，主要不是通过学习获得的，而是习得的。”学习英语指的是学习语音、词汇、语法、句型等语言及语言的综合运用能力。如果采用传统的“我讲，你听；我教，你学”的教学方法，对掌握及应用英语是无益的。不但教学效果不佳，而且会给学生造成学习英语有负担。习得是在自然的交际环境中使用语言的潜意识过程。习得者往往没有意识到自己已经掌握语言的同时，语言能力已有所提高。我在课堂上用英语教学的同时，通过大量使用手势或动作及实物展示，进行启发式教育，让学生充分理解英语句子、对话、课文，加深对教学内容的理解，逐渐掌握语言，从而无意识地习得语言。如在一次课堂教学中，我加入了一个对“杨利伟”——这一学生崇拜的中国英雄的采访练习，一下子让学生投入到各自的角色之中，学生们争先恐后地要与“英雄”交流，当他们用并不熟练的英语进行采访或是向英雄表达敬仰之情的时候，我看到的是一群热情、自信的孩子。小小的一次练习使学生们消除焦虑情绪，帮助他们建立了自信心，并能主动、大胆的发言，使学生总是处于一种轻松、愉快的环境之中。学生主动接触英语，从而达到语言习得。当学生大胆开口讲英语，熟练地用英语与他人沟通时，语言能力也在无意识中提高。

三、创设语言情境，提供语言实践机会

语言能力的提高，取决于实践机会的多少，如何为学生创造更多的实践机会，又取决于教师在课堂和课后为学生创造的语言情境。通过各种有效的手段，设置良好的情境，使学生以最佳的精神状态，积极进入自己所扮演的各种角色中，在演示过程中，提高语言综合运用能力。运用新颖的课堂教学设计，以此提高学生学习积极性，并主动参与到实践活动中来。1．充分利用课前三分钟。让学生利用自己设计的值日生报告、讲英文小故事、对话表演及课文中的片段表演的方式，来锻炼学生的胆量。随着学生对于知识的运用越来越熟练，请每一位学生谈谈自己的理想，在树立了远大理想并为之奋斗的同时，通过相互的交流，巩固了课堂所学知识，也大大提高语言的熟练程度。

2．学生学习英语，不只是为了在教室里用，更重要的是能在社会实践中正确地运用。然而如何将教室这个小小的空间，变幻成各种各样的场所，创造一个和谐的氛围，就需要教师的精心设计。在一节关于Shopping的课中，我就将教室里的讲桌假设为柜台，学生们的文具为商品，由学生来做售货员和顾客，来操练CanIhelpyou?Whanwhuldyoulike?Howmuchisit?Isthatall?等购物用语，不仅让学生过了表演瘾，在教师与学生互动过程中，也让英语真正应用于现实生活之中。我经常用教室里的桌椅、黑板及准备的小道具来设计看病、借东西、问路等情境教学。学生学习起来，感觉趣味性强，难度低，充分调动了学生参与语言实践的积极性。

3．在科技发达的今天，多媒体技术使创设情境更真实化。我用Powerpoint设计的动物园，栩栩如生的动物吸引了学生的注意力，不断飞入的句子，为学生提供了语言提示，帮助学生进行语言交流，调动学生各种感官参与活动。多媒体技术为语言能力的培养提供了大量的语言实践机会，提高了学习效果。

4．使用多媒体教学，激发学生听说的积极性。在教学实践中，我认为多媒体能促进多种感官的协调活动，提高学生对感知对象的理解程度，激发学生学习的积极性。如看录像、听录音进行对话问答，通过听觉、视觉直接接受所学内容，进入英语的思维过程，加速对教学内容的理解和记忆，加大课堂容量和练习密度，达到最佳效果。如在进行七年级上册(新目标)第七单元Howmucharethesepants?教学时，我利用幻灯片把服装、鞋帽、水果等一些商品投到大屏幕上，让学生直接地看到这些东西，并利用本单元所学词汇、句型进行购物对话，轮换扮演售货员和顾客，如：

A：CanIhelpyou?/WhatcanIdoforyou?

B：Yes,please,Iwantasweater/skirt/……

A：Whatcolordoyouwant?

B：Blue/Black/White/……

A：Hereyouare．

B：Howmuchisit?

A：Tendollars．

B：I''''lltakeit．Thankyou．

A：You''''rewelcome．

直观教学，提高了学生口语交际的积极性，提高了学习外语的教学效果。

篇4

二、小学数学教育语言作用

1．有利于创设教学情境

新课标实行以来，教育越来越重视学生个人兴趣爱好的培养．那么提起学生的兴趣必须要有好的教学情境．小学的其他各科的教学活动需要和数学教育联系起来，通过趣味性来引起学生的注意．在教学过程中，可以通过教学语言设置教学情境，如果语言教学进行的顺利的话，就更容易顺利设置教学情境．例如，描述性语言用的好，可以很好的描述数学中的图形、应用题等内容，减少学生的误解．

2．利于学生的理解

小学生特别是低段的学生对汉字的认识有限，有很多汉字词语不知道意思，这就需要语文和数学的相互补充，这恰好说明了小学教育中的语言教育的重要性，像小学教学中的“无限循环小数”．究竟是如何不循环、如何无限的?小学生可能弄不明白，如果在教学中引入一些生活中的例子来解释就可以提高学生的理解能力．学生的学和教师的教相互影响，小学数学教育需要老师通过学生的认识反馈不断改进教学方法，提高自己的教学能力．

三、小学数学教育语言的提升策略

1．相关部门的有计划培养

在小学阶段，教师的言行直接影响到学生的学习与发展，搞好小学教育的语言，需要相关部门有计划有针对性的开展各项教育活动，如，小组内部的互相听课、评课，通过内部的交流提高教学水平．同一地区的各个小学可以在教育局的统一调度下互相交流．教育部门还可以根据需要安排与数学教学内容相关的培训讲座，甚至可以将教育的语言问题作为专门的讲座内容．还可以举办教学语言提升的比赛活动，以各种形式为小学数学教育的语言培养提供机会，借此给教师提供一个学习交流的机会．

2．教师提升语言的规范性和艺术性

教学可以通过教学实践来增强自己的语言能力．小学数学老师在备课和教学活动中需要保证语言的简练、精确，时刻保持清晰的思路．对课本中比较简单的内容，让学生自己理会．比较容易弄错的地方就要反复的解释，多举例子，让学生有反复的练习的时间．在课堂中，要注意与学生交流时语言的艺术性．丰富形象的词汇能引起的学生的兴趣，特别是和当前的生活热点结合起来．在教学中，可以采用多样化的教学方式来活跃课堂，增加师生交流的机会．

3．增加语言的幽默性

教师在教学的时候要特别注意儿童的心理．小孩子喜欢被鼓励，所以，无论孩子的问题是否回答正确，我们都必须用一种鼓励性的语言来激发孩子的兴趣．即使对孩子的批评也要注意语言的幽默性，如，在考试中有学生抄袭，老师如果说:“有些小朋友成了长颈鹿了．”这样，孩子就知道错了，减少了孩子被批评后产生的负面情绪．对不同层面的孩子要区别对待，课堂发言给予他们鼓励的语言，结合教学内容，循序渐进，这样更好的解答他们的疑问，引导他们自己找出正确答案．