年龄因素论文：年龄因素对二语习得的影响

年龄因素论文：年龄因素对二语习得的影响

【中文摘要】近年来,越来越多的研究人员和教育工作者关注年龄因素在第二语言学习过程中的影响。人们试图解开这一谜题以利于教育和教学工作效率的提高。因此,它也成为备受争议的一个问题。Penfield and Roberts在1959年最早提出临界期假说的观点,即语言学习具有明确有限制的时期,而在这一时期后学习者学习语言就很困难。这一观点成为一个被普遍认同的观点。Lenneberg在1967接受此观点并加以发挥。由于这种观点的普遍流行,越来越多的中国家长很早就给孩子提供接触英语的机会。作者联系当前我国外语学习的这种低龄化的趋势,认为研究外语学习者学习外语的起始年龄及其成绩的关系是很有必要的,这种研究可以帮助家长和教师针对孩子学习外语的问题做出更明智的抉择,以及在教学过程中采取更为行之有效的策略和方法。作者的研究中,受试者的年龄较广,其中有5到7岁的儿童,也有平均年龄为16岁的高中生,还有已经毕业30到35岁的成人。作者分析了一个案例,做了一项调查和一个问卷调查,结果表明不同年龄的学习者有不同的学习特点,外语学习者不同的起始年龄和英语能力的确有关系,起始年龄早的英语学习者比起始年龄晚的学习者在掌握英语能力上优势多。同时,作者也针对不同年龄的语言学习者,提出了一些教学方面的建议,希望能提高教和学的效率。

【英文摘要】Recently, more and more people pay attention to the age difference in the process of second language learning

(SLL). Many studies consider this age factor as one of the most important factors. It has obviously become the focus of the researchers and linguists. The Critical Period Hypothesis (CPH), which is very famous, proves a limited and specific period for language acquisition. Penfield and Roberts first supported the CPH in 1959. Then Lenneberg also gave his support later in 1967. This belief was so popular that more and more parents send their children to learn English earlier and earlier.In face of this low-age learning tend, the author holds the view that finding out the relationship between the starting age of language learns and their scores is very necessary. This study can help parents and teachers to make wiser choices for the students. What’s more, it can also give a hand to the teachers to use more proper strategies and methods.There are many subjects with different ages in this study, including the children (5-7years old), adolescents (16-17 years old) and graduated adults (30-35 years old). The author studies a case, a test and a questionnaire in the study. The results showed that different aging learners have different learning

characteristics and there is strong relationship between the starting age of language learns and their English grasping ability. In other words, the language learners, whose starting

age is younger, have more advantages than those whose starting age is older.Meanwhile, the author gives some suggestions on the teaching methods according to the learners at different ages with the hope of improving the efficiency of teaching and learning.

【关键词】年龄因素 二语习得 学习策略 临界期假说 【英文关键词】age factor second language acquisition learning strategy CPH

【目录】年龄因素对二语习得的影响6-9

Chapter 1 Introduction

9-14

Abstract5

摘要

1.1 Background and

Importance9-10Learning10-13Summary13-14Review14-24Period Hypothesis

1.2 Factors Affecting Second Language 1.3 Framework of the StudyChapter 2 Literature 2.1 Review SLA14-1515-181616-18

2.2 The Critical

13

1.4

2.2.1 Critical Period in First 2.2.2 Critical Period in Second

2.2.3 The Sensitive Period

Language AcquisitionLanguage AcquisitionHypothesis18Abroad18-20

2.3 Studies at Home and 2.3.1 Studies Abroad

18-19

2.3.2

Studies at Home19-20Different AgesFeatures20-21

20-23

2.4 Characteristics of Learners of 2.4.1 Children Learners’

2.4.2 Adolescents’

Features21-22Summary23-24Research QuestionsInstruments

25

2.4.3 Adults’FeaturesChapter 3 Research Design24

3.2 Subjects

22-2324-32

2.5 3.1

24-2525-31

3.3 3.4.1

3.4 Data Collection

25-2725-26

Data Collection of the CaseSubjects according to a SurveyExaminationData26-27Test27-28Questionnaire

26

3.4.1.1 Grouping the 3.4.1.2 Analyzing an

3.4.1.3 Deal with the 3.4.2 Data Collection of a 3.4.3 Data Collection of a

28-313.5 Summary32-41

31-32Chapter 4

Results and Discussionthe Study

32-35

4.1 Results and Analysis of

4.1.1 Results and Analysis of the 4.1.2 Results and Analysis of the 4.1.3 Results and Analysis of the

Case32-33Test33-34QuestionnaireSuggestions

34-3536-39

4.2 Discussions35-364.3

4.3.1 Suggestions for Children 4.3.2 Suggestions for Adolescents 4.3.3 Suggestions for Adults

Teaching36-37Teaching37-38Teaching38Learners38-39Conclusion41-45

4.3.4 Suggestions for Language 4.4 Summary

39-41

41-42

Chapter 5

5.2 Problems

5.1 Conclusion

42-43

and Limitations in the Study5.3 Suggestions for

Future ResearchSummary44-4558

43-445.4

Acknowledgements

References45-58