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三四岁以前的幼儿在叙述一件事情时,往往不能连贯地按一定逻辑顺序进行,而是想到哪谈到哪,内容断续。有时还伴有手势、表情等。这种需要听话人根据当时的情境、审察手势表情才能“听”懂的言语称“情境性言语”。据研究,在6岁以前的幼儿的言语中,情境性言语占百分之五十以上。这主要由于幼儿掌握的词汇还不丰富,言语表达能力不高。但它在幼儿的直接交际过程中起着很大的作用,而且情境性言语能否充分发展,直接影响到幼儿连贯性言语的发展。
When a child aged three or four tells something about it, he often can not proceed in a certain logical order. Instead, he or she should think of where to talk about it and the content is intermittent. Sometimes accompanied by gestures, facial expressions and so on. This need to listen to the person according to the situation at the moment, examine gestures to express “Listen ” to understand the language called “situational speech ”. According to the study, in the words of young children before the age of 6, situational speech accounted for more than 50 percent. This is mainly due to children’s vocabulary is not rich, poor verbal expression. However, it plays an important role in the direct communication of young children and whether the development of contextual speech can fully affect the development of early childhood coherent speech.