服务台培训计划 .docx

服务台培训计划
abstract
languageistherelationshiptoolandintellectualweaponthatthehumanbeingspossesssingly，2-3yeasoldistheunprecedentedrapiddevelopmenttimeoflanguage，sincethentheystepintothephaseofgraspingthebasiccolloquialism.however，theirabilitiesdifferfromeachotherindevelopinglanguage.sohowtopromotethedevelopmentoftheirlanguage。thisisaproblemthatdeservesourdeeplythinkingandexploring.thispapermainlydiscussesthefeatureanddisciplineofdevelopingchildren’language，thefactorsthataffectthedevelopment，meanwhile，thecriticalperiodisalsoputtheconsideration，inaddition，thispaperwillalsotalkalittlethesignificanceofdevelopingthechildren’language.finally，thispapertendstointroducesomeinformationaboutthechildrenenglishteachingaswellastheprinciplesinvolved.actuallychildrenenglishteachingshouldarouseourattentionanditdeservesourextensiveresearch.
keyword：children;language;development.
摘要

语言是人类独有的交往工具和思维的武器，2-3岁是幼儿语言能力飞速发展的时期，进入到掌握最基本的口语的阶段，然而幼儿语言能力很不相同。那么，如何促进2-3岁幼儿语言能力的发展呢。这是一个值得我们深思和探索的问题，这篇论文主要讨论儿童语言发展的特点和规律，以及影响其发展的因素。同时这篇论文还涉及了儿童语言发展的关键期，另外还谈及了发展儿童语言的意义，最后这篇论文就儿童语言教学谈了几点观点。儿童语言发展是一个值得深究的学术问题，其研究对儿童语言发展有重要意义。
关键词：儿童；语言；发展
contentschapter1introduction………………………………………………………….4chapter2featuresanddisciplinesofdevelopingchildren’english……….4chapter3criticalperiod………………………………………………………..5chapter4factorsthatinfluencethedevelopmentofchildren’language…..64.1：theproblemoforgan……………………………………………………….64.2：theproblemofhealth……………………………………………………….64.3：theconditionoffamily……………………………………………………..64.4：learningabilities……………………………………………………………...64.5：genderdifference……………………………………………………………...64.6：personalitytraits………………………………………………………………64.7：surroundings……………………………………………………………………64.8：thefactorofage………………………………………………………………..74.9：inheritance……………………………………………………………………….7chapter5significance……………………………………………………………......7chapter6theproblemsencountered……………………………………………….76.1：parentsarenotawareofusingsimplelanguage…………………………...86.2：parentscrackdownchildren’enthusiasmoflearninglanguageunconsciously………………………………………………………………………..86.3：children’endurancefallintothebottomandbestubborn……………….86.4：shoutatparents……………………………………………………………….86.5：speaksomewordsthatparentscannotunderstand…………………….86.6：stammer……………………………………………………………………….8chapter7childrenenglishteaching…………………………………………….87.1：choosevariousteachingmethodssoastoimprovethechildren’intereststolearnlanguage………………………………………………………………8
7.2：storyteaching………………………………………………………………97.3：situationallanguagelearning…………………………………………….97.4：mobilizingchildren’varioussensesforintegratedfunction……………97.5：learninplayingactivity……………………………………………………..97.6：vividteaching……………………………………………………………....97.7：musicpedagogy……………………………………………………………..9chapter8principlesofenglishteaching…………………………………………108.1：thepracticalprinciple……………………………………………………......108.2：launchactivitiesfocusedonlisteningandspeakinginalargequantity.8.3：principleofdirectobservation………………………………………………108.4：teachersdemonstratethenewlanguagematerialsothatthechildrencanbuildsomefreshconcept…………………………………………………………..108.4.1：employingvisualaids……………………………………………………108.4.2：bodylanguage……………………………………………………………….108.5：theprincipleofinterest……………………………………………………….118.5.1：interestingcontent…………………………………………………………118.5.2：interestingenvironment………………………………………………….....118.5.3：performance………………………………………………………………….11
8.5.4：speakingandsinging………………………………………………………..11conclusion…………………………………………………………………………..11
languagedevelopmentandenglishteachingofchildren
chapter1introduction
thenewplatformstressesthatweshouldcreatearelaxedenvironmentforthechildrenwhencomestothedevelopmentoftheirlanguage.meanwhileweshouldalsopaymuchattentiontocultivatingthechildren’habitoflisteningaswellasthe
abilityofunderstanding，andencouragethemtodeliverytheirideasandopinionsspontaneously.what’smore，weshouldtryourbesttoguildthemtotouchtheoutstandingchildren’literature.atthesametime，teachersshouldalsofosterchildren’interestinknowingthesimplemarksandsigns.alloftheserequireustodevelopthepresentationabilityonallsortsofdifferentlevels.
chapter2featuresanddisciplinesofdevelopingchildren’english
firstly，itistheintegrityoflanguage，notonlyitreferstotheintegrityofstructuralstyle，butalsotheintegrityoftheprocessoflanguagedevelopment.themodeofpresentationisorbicular，sodoesthelearningofchildren.whenthechildrenbegintolearnsomething，theabilitiesoflistening，readingandwritingwillbestimulatedatthesametime.sotheycanobtaintheperceptionupontheobjects.thereforeteachersshouldobeytheprincipleofintegrityandpaymuchattentiontoeveryaspectoftheseabilities.suchasreading，writing，aswellaslistening.initiativefollowed，aprofessorpointedoutthatthechildren’languageformedbydeveloping，notteaching.heassumedthatchildrendidnotsearchforthevocabularyandutterancetoexpressuntiltheyneedthem.childrenusethelanguagebyinteractingwithothers，inthisprocess;childrenexertthefeaturesofimitative.forthisreason，weshouldprovidevariouskindsofchancesandaffluentresourcestolearnlanguage，letthemsurroundbythelanguageandcharacter.asaresult，wecanestablishperfectlanguageenvironmentforthechildren.meanwhile，wecanadoptnaturallearningmodel，namelythedemonstration，involvement，practice，roleplayingandexpression.inaddition，validityisanotherimportantfeature.forthechildren，theprocessoflanguagelearningisrelatedtothecourseoftheycognizingtheobjects.what’smore，theprocessisaccompaniedwiththefeelingandexperienceofthethings.accordingtothestudy，effectivelanguagelearningisnot”right”，“standard”butitissomekindoflearningthatconnectsthepersonalexperienceandsociety.forchildren，onlytheyapplylanguagelearningtothecommunicationinlife，didtheycanexpressthecognitionandfeeling，sotosomeextent，teachersoughttoguidechildrentolearnlanguageinsomecertaincontext.itismeaninglessforchildreniftheyseparatethemselvesfromthecontext.inordertolechildren’lifeexperience，wecandomanykindsofgamesandactivities.sotheycanconveytheirideasfreelyandaccessibly.what’smore，wecannotignoretheequalityfromtheangleofeducation;teachersandstudentsarethecommunityofteachingprocess.teachersplayaleadingrolewhilestudentsarethemainbody，therelationshipbetweenteachersandstudentsshouldbedemocraticandequal.finally，itiscreativity.asweallknow，languageistheoutcomeofcontinuouscreation.bergdorfoncearguedthatforthechildren，theprocessoflanguagelearningisfilledwithattemptandcreativity，furthmore，tentativelearningisnotaboutthefault，onlybytyingcanweattaintheproperexpression.inaword，attemptisthepreludeandsoleroadforcreation.asforthechildrenenglishteaching，itismoreimportantforteachersgivingmoreaffirmationandencouragementtothem.ontheside，someeducatorsputforwardotherpoints.firstofall，itisthepronunciation.thepronunciationofinitialconsonantandcompoundvowelwillbeimprovedasthechildrengetolder.infinityisthebestperiodforpronunciationlearning.thenitisincensementofvocabulary.thecontentofvocabularygotconstantlyenriched.atthesametime，thenumberofactive
vocabularyisalsoontheincrease.next，childrencangraspthegrammaticalstructurefromthelinguisticpractice，andthelanguagepresentationskillobtainsfurtherprogress.besides，verballanguagegraduallytransmittononverballanguage，evenmore，childrencanpreliminarilygetholdofthewrittenlanguage.additionally，thephenomenonofwordcreationappeared.childrenaged3to5oftencreatesomenewwords，whichisrelatedtheshortageofvocabulary.
recently，peopleagreethatforchildren，theacquisitionofgrammaticalstructuralneedtoundergothreestages.thefirststage：theystarttomasterwordsandsomesimplesentencesmadebytwoormorewords.thesecondstage：theyareabletomakeoutsomesimpleandcompositesentencesthatfollowthegrammar.thethirdstage：theyarecapableofapplyingthegrammarflexibly;meanwhile，theycanreflectthelogicalrelationshipintheirwords.
chapter3criticalperiodnowadays，anincreasingnumberofpeoplerealizethatthecriticalperiodplayanimportantroleindevelopingchildren’language.parentsgetaclearideathatexcellentlanguagelearningenvironmentisthenecessarypreparationforchildren.someexpertsproposethatchildren’languagedevelopmentcanbedividedintotwoparts：languagepreparationperiodandlanguagecompletionperiod.aboveall，thelanguagepreparationperiodalsocalledtheforeperiodoflanguage（agedfrom3to3）a：thefirstphaseoflanguagedevelopment---thephaseofwordsandphases：betweenthetwelfthmonthandeighteenthmonthafterthechildrenwasborn.atthistime，childrencanusesomesimplewordstosubstituteforthemeaningthatcompletesentenceincluded.furthermore，theytendtoapplysomebodylanguageorexpressiontoconveytheirideas.b：thesecondphaseoflanguagedevelopment（18-24）.sincechildrengetfurtherunderstandaboutthesurrounding，thevocabularyincreasedconstantly，ofthistime，childrenaremorelikelytousesometwowordsthatarenotrelatedtoreplacethecompletemanning，suchas“waiwai”“cheche”，thatmeanstheypushthecartoutside.c：thethirdphaseoflanguagedevelopment.thephaseofsimplesentences（24-36），thevocabularygainedobviouslyduringthisperiod，moreover，childrencanutilizesomesimplesentencesthatarelogicalandcontainsubjectaswellaspredicate.
foranother，itisthelanguagecompletionperiod，alsoknownasthecompositesentence.childreninthisperiodareinapositiontousethewordstodeliverwillingnessanddescribetheirinnerthoughts，pouncinginacorrectway，alsolearnedthedisciplinethatformedthewordsandsentences，however，thesimplesentencesstillaccountforabigproportion，withthegrowthofage，thesimplesentencesarereplacedbythecompositesentences.
chapter4factorsthatinfluencethedevelopmentofchildren’language
thedevelopmentofchildren’languageisaconsecutiveprocess，anyphaseinterferedwillhavebadimpactonthenextphase.asaresult，thedegreeofchildren’languageisinconsistentwiththeage，evenlagbehindobviously.forinstance，achild3yearsoldcanexpressasimplesentencethatformedaboutfourwords，suchasbrothereatsbiscuits，mumbabblemilk.accordingtotheresearches，someexpertshaveputforwardsomefactorsthatinfluencethedevelopmentofchildren’language.4.1：theproblemoforgan
thedevelopmentoflanguageisinevitablysluggishiftheyhavetheproblemofbrainhyperplasia，brainwoundedandcongenitalimpediment.4.2：theproblemofhealthchildrenwhoarethinandsickallthetime，duetolackofchancestoplayingandexperience，tendtobemoreunsmooththanhealthychildrenindevelopinglanguage.4.3：theconditionoffamilyaharmoniousfamilyandamiableparentscanprovidethechildrenwiththelelanguagestimulusandlearningenvironment.inthatcase，childrencanbegintospeakearlyanddeliverinagoodway.4.4：learningabilitiesbecausesomechildrenhaveexquisitelearningabilityandimitationability，sotheirlanguagecapacitycanbeexploredinearlytime，otherwise，languagedevelopmentismorelikelytobebiasedandsluggish.4.5：genderdifferencegenerally，forgirls，thedevelopmentoflanguageisearlierthanboys，evenhavebetterspeakingability.butwhentheyenteredtheelementaryschool，thegenderdifferencewillbedecreased;therearelessobviousdifferencebetweentheboysandgirls.4.6：personalitytraitsitisknownthatchildrenwhoarebashfulconservativedidnotverywellinlanguagedeveloping.4.7：surroundingsitmainlycontainsthedegreeofeducation，career，andfinancialsituationandsoon.languagedevelopmentisconcernedwiththequantityofinformationthatthesurroundingscanprovide.childrenwhoacceptmorestimuliarebetterthanotherchildren.4.8：thefactorofagelanguagelearningisaffectedbytheage;ageisthedominantfactorthatimpactsthedevelopmentofvocabularyaswellasthegrammar.withthegrowthofage，itwillconstantlyappearsomephasestructural.4.9：inheritancethelanguagetypeofchildrenisfamiliarwiththeparents’.4.10：tonourishcondition
thelivingconditionofchildrencomposesabiginfluenceonthelanguagedevelopment.childrenwhoarelookedafterbythedaycareworkercantalkearlierthanothers.atthesametime，ifthechildrenaregoodatcommunicatingwithothers，theyaremorelikelytobeexcellent.
chapter5significancesfirst，fromthepointofdevelopmentofsomatopsychic，childrenareincriticalperiodtodeveloptheirchinese，ontheoneside，thepronunciation，vocabulary，grammarandcommunicationabilityareallingoodpreparationtodevelop.ifwecanprovidesuitablesurroundingsandeducationcondition，theirlanguageabilitiescanbeexpandedinahighspeed，ontheotherside，incasechildrenhavesomedeficiencyinlanguageeducation，theirflawwillbeirreparable.second，fromthestandpointofnatureandfunctionoflanguage，asatoolofcommunicationforhumanbeings，languageplaysanimportantroleindeliveringone’sthoughtandfeeling，resentingandtransmittinginformation，meanwhile，conductingamindtool，languageimpactsignificantlyonthecognitiveprocessandcognitiveresult.thirdly，fromtheeffectoflanguageeducation，theexploitationoflanguageabilitieshaspositiveinfluenceonthedevelopmentoflanguageaswellasthesociety.sotospeak，theexploitationofchildren’languageabilitycanboosttheirintegrateddevelopment.inaddition，forchildren，languagecontributesthemtoadapttothesurroundings.whenthechildrenareexposedtodifferentsurroundings，theyalwaysuselanguagetoexploreandcomprehendthesurroundings.throughadjustmentandcommunication，childrencanbefamiliarwiththenewsurroundingsassoonaspossible.
chapter6theproblemsencountered
underinvestigation，childrenbetweentheagesof1and2，thelanguagedevelopmentisactiveintheperiod.parentscannottreatitlightly.parentsshouldmatchupthethirstforknowledgeoftheirbabies.here，iwouldliketolistsomeproblemsthatparentsalwaysmade.6.1：parentsarenotawareofusingsimplelanguage.
duringthisperiod，thecomprehensiveabilityofchildrenislimited;theycannothaveaclearideaofthecomplicatedsentences，suchasthedoublenegativesentences.sointhatcase，parentsshouldpayattentiontocommunicatewithchildreninaplainway，sothattheycanobtainmuchmoreinformation.6.2：parentscrackdownchildren’enthusiasmoflearninglanguageunconsciously.
inthistime，childrenareinterestedinthedialogue;theywouldeavesdropforafewminutesandthendootherthingsnonchalantly.thereforeparentsshouldnotdisturbchildren’activityandmanagetoavoidcriticizingtheiractivities，soasnottodraintheirenthusiasm.6.3：children’endurancefallintothebottomandbestubborn.
forthistime，children’vocabularyisontheincrease，butsometimestheycannotconveytheirideasexactly.atthesametime，childrenareprovidedwithself-awareness，theirinnerneedsareinexcessoftheirabilities，sotosomeextent，childrencouldconsiderthatpeoplearoundthemarenotabletounderstandthem，theytendtobedepressedevenrebelagainsttheirparentstoshowtheirdissatisfaction.duringthiscriticalperiod，parentsshouldunderstandandcarefortheirchildren.weknowthatchildrenwouldbecomemoderateagainaftertheylosetheirtempereachtime，parentsoughttobearinmindthattheyshouldnotexertpressureonthechildrenanymore.6.4：shoutatparentssometimes，childrenshoutattheirparentstoexpresstheirupset，itisnotallabouttheproblemofpersonality，maybetheywanttovoicesomething，justlacksomelanguageabilities.whencomestothiskindofoccasion，weshouldtrytocalmdownthechildrenandthenguesswhattheywant，donotshoutattheminreturn，otherwise，childrenareeasytoengenderfrustrationandloneness.6.5：speaksomewordsthatparentscannotunderstand
childrenarefondofmumbling，parentsoftenpuzzledwhattheysaid，toalargeextent，itisbecausechildrenwanttoimitatethewayotherpeoplecomposed.infact，itisbraveforchildrentogivetheirexpression，onthisbasis;parentsshouldencouragetheirchildrenandavoidinterferenceandcriticism6.6：stammerparentsshouldmakesomeobservationonthedev