兒童英語(yǔ)學(xué)習(xí)的研究（三）

   

三、 support for a variety of understanding and discussion of meaning, as well as collaborative conversation, the meaning of language is not constant. In our interactions with other peo, we will continue to understand and update the meaning of language. Vygotsky (1978) put forward the "cultural tool box"". He believes that the concept and meaning of the mother tongue acquired by the child comes from the culture in which he belongs. Differences in cultural backgrounds lead to differences in language meaning. Wells (Wells, 1987) believes that collaborative conversation can help children achieve the meaning of language and reach an understanding. Fisher (Fisher, 1990) also stressed the importance of conversation in the development of human thinking. This is echoing Vygotsky's other point of view: the process of translating thought into language is important for stimulating overall development. The structure of knowledge can be renewed only through the interaction of the knowledge provided by various vectors (such as observation, listening, reading, or using reference materials) and the understanding of the students' language." (Wells, 1987:116) the discussion of the meaning of language and the princi of collaborative conversation should be fully embodied in the real, close to life tasks and activities advocated by communicative language teaching. In this real activity, students exchange views, work together to solve practical problems, and reach a consistent understanding. Obviously, all students need to think. Exchange of ideas is not only an expression of objective facts; collaborative conversation should be of real significance; this paper is organized by hellokid minor www.simalaya.com, which can stimulate participants' motivation to talk.