体势语教学模式中自然拼读法在语音教学中的应用

语音教学一直以来是外语教学的一个重要研究议题，许多英语研究已经证明外显标音教导对语音教学产生积极性的影响。因此，中小学英语教师需要以行之有效的标音教学技能武装自己以便提高学生单词发音的能力，为英语学习打下夯实的基础。
本文一方面以外教Rodger主讲的《Jolly Finger Phonics》课堂录像为例分析体势语如何辅助标音教学，探讨体势语在标音教学中起到的支架作用。
研究结果表明《Jolly Finger Phonics》中运用的面部表情和目光语大部分情况下同时起到感情支架和认识支架的作用；而姿势语, 手势语和头部动作则主要起到感情支架的作用；还有在姿势语的运用中，身躯动作起到认识支架的作用，而肩膀和手臂则起到感情支架和认识支架的作用。本研究的启示是体势语在自然拼读法运用能在教师与学生交流互动中发挥感情支架和认识支架的作用。
最后，本文提出教师在运用体势语进行自然拼读法教学的两点建议：教师可以在非英语为母语的幼龄学生学习过程中出现消极情绪和注意力分散的时候，运用全身反应法，发挥其感情支架的作用；另外，考虑到非英语为母语的幼龄学生认知发展的局限性，教师在运用带有外国文化色彩的手势时，应该向学生普及相关知识，以便充分发挥其认知支架的作用。

关键词：体势学，自然拼读法，基础语音教学，支架作用  
ABSTRACT
Phonetic instruction has been an important issue in foreign language teaching. Many EFL studies have shown the positive influence by the explicit phonetic instruction on pronunciation learning. Therefore, English teachers in primary and secondary school need to equip themselves with effective phonetic teaching skills so as to improve students’ capacity to pronounce words correctly and independently, thus having them build a solid foundation for English learning.
The present study gives a brief introduction about a popular phonic teaching approach, namely Jolly Finger Phonics and analyzes Jolly Finger Phonics under the framework of kinesics instruction, through a video-based intense study. The results show that facial expression and oculesics in Jolly Finger Phonics respectively function as a cognitive and emotional scaffolding most of the time. To be specific, more emotional scaffolding in gestures and head movement is observed, while cognitive scaffolding is found to be more frequently used in body postures. Besides, both cognitive and emotional scaffolding are equivalent in shoulders and arms movement.
In the end, the study offers a few implications for the use of kinesics in phonics teaching: first, when EFL young learners have negative emotion and are absent-minded, EFL teachers can utilize the emotional scaffolding of a kind of kinesics approach called Total Physical Responses; second, when EFL teachers can utilize the kinesics with English cultural connotation, they should give a brief introduction of the relevant English culture contained in the use of kinesics in advance so as to bring the cognitive scaffolding into play.

Key words : kinesics; phonics; phonetic teaching, scaffolding

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