通过分析两种语言 (立陶宛语和英语) 的视觉材料,培养三年级学生的口语技能
Daiva Jakavonytė-Staškuvienė1, Guostė Streikutė1
1Education Academy, Vytautas Magnus University, 03113 Vilniaus, Lithuania.
Behavioral sciences (Basel, Switzerland)
|October 29, 2025
概括
这项研究增强了三年级学生的学习能力.
科学领域:
- 教育心理学教育心理学
- 语言获取 语言获取
- 双语教育 双语教育
背景情况:
- 在传统的语言课程中,说话技能往往是不发达的.
- 需要有针对性的策略来改善年轻学习者的口头表达.
- 视觉材料为词汇扩展和概念开发提供了丰富的资源.
研究的目的:
- 调查三年级学生 (9-10岁) 的口语技能的发展.
- 评估在综合立陶宛语和英语课程中使用视觉材料分析的有效性.
- 评估学生在两种语言中口头表达思想的能力.
主要方法:
- 在立陶宛一所小学使用的行动研究方法.
- 学生们分析了视觉材料并创建了思维地图.
- 对涵盖知识,解释和评估问题的口头答案以立陶宛语和英语记录.
主要成果:
- 通过对视觉材料的分析来发展学生的演讲技巧.
- 该研究评估了学生答案的准确性,正确性,英语发音和句子构造.
- 对视觉辅助工具的双语分析促进了口头表达.
结论:
- 使用视觉材料分析的综合语言课程可以有效地提高学生的口语能力.
- 这种方法支持词汇的增长,以及用多种语言表达复杂思想的能力.
- 视觉辅助工具是培养年轻双语学习者的批判性思维和沟通技能的宝贵工具.
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