关于影响儿童二语习得因素的案例分析.docx

关于影响儿童二语习得因素的案例分析.docx

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关于影响儿童二语习得因素的案例分析

ACaseStudyofKeyFactorsInfluencingChildren’sSecondLanguageAcquisition

ACaseStudyofKeyFactorsInfluencingChildren’s

SecondLanguageAcquisition

Abstract

WiththeloweringagesofEnglishlearning,itisimportanttostudythefactorsthatinfluencechildren’sSecondLanguageAcquisition.BasedonCriticalPeriodHypothesisandAffectiveFitterHypothesis,authortookAChildren’sEnglishTrainingSchoolasanexampleandrandomlyselects50studentsofdifferentagestoanalyzethefactorsofaffectingchildren’sSecondLanguageAcquisition.Thequestionsrefertostudents’basicinformation,learningmotivation,learningstrategiesandhabits,emotionalfactorsandfamilyeducation.BymakingadataAnalysis,theauthorfoundoutthatchildren’sSLAisrelatedtoteacher-studentrelationship,teachingactivities,children’sinterest,learninghabits,emotionsandfamilyeducation.

Eventually,thepaperputsforwardsomesuggestionsonimprovingChildren’sEnglishlearning.Firstly,teachersshoulddesignpracticalandinterestingteachingscenes,whichcanstimulatestudents’interestandpromoteteacher-studentrelationship.Secondly,teachersshouldcreateandutilizefamilyeducationresources,whichcanlearnmoreaboutstudentsanddevelopstudents’goodlearninghabitsandemotions.Third,teachersshouldimproveprofessionalabilities,communicationskillsandteachingskills,whichcangreatlyimproveteachers’teachingequalityandstudents’learningefficiency.

Keywords:

SecondLanguageLearning,youngEnglishlearners,CriticalPeriod,Affectivefactors

关于影响儿童二语习得因素的案例分析

摘要

随着英语学习的低龄化，影响儿童二语习得的因素研究至关重要。

本文以“关键期假说”和“情感过滤器假说”为理论背景，对珠海市某少儿英语培训机构中不同年龄阶段（3-15岁）的50名学生进行了关于影响儿童二语习得因素的问卷调查。

作者从学生基本信息、学习动机、学习习惯及策略、情感因素及家庭教育等方面设计问题，并通过分析发现影响少儿二语习得的因素主要有师生关系、教学活动、学习兴趣、学习习惯、学生情感及家庭教育。

文章最后就如何提高少儿英语教学的质量和效率提出一些建设性意见。

第一，教师应该设计实用、有趣的教学情景，从而激发学生的兴趣以及促进师生关系。

第二，教师应该创设和合理利用家庭资源，从而增强对学生的了解以及学生良好行为习惯和情感的培养。

第三，有针对性地提高师资水平，从而提高教师的教学质量以及学生的学习效果。

关键词：

二语习得；少儿英语学习者；关键期；情感因素

Contents

Abstract…...…............................................................................................................I

中文摘要….................................................................................................................II

Introduction

Anincreasinglynumberofbilingualkindergartensandprimaryschoolshaveintroducedbilingualteaching,thus,moreandmoreparentspaymoreattentiontoEnglishteachingandsendingtheirchildrentoEnglishTrainingforstudyingEnglish.HowdochildrenacquireSecondLanguagenaturallyandeasily?

ThereisalargedealoflinguisticexpertsputforwardthefactorsthatinfluencetheSecondLanguageAcquisitionathomeandaboard.LennebergfirstlycameupwiththeCriticalPeriodHypothesis（CPH）andhebelievesthatchildrenaresensitivetolanguageinputandhavestrongimitationability,whichisrelativelyeasytoobtainaforeignlanguage（1967）.

Thus,somescholarswhoagreedwiththeopinionbelievedthatCPHalsoexistedintheprocessoflearningSecondLanguage（SL）,especiallyinpronunciationandlistening,theyoungerchildrentheyare,thebetterspeechacquisitionandhearingsensitivitytheywouldget.Whileotherprofessorsarguedthatexceptage,someexternalfactorscouldaffectSLA,suchaslanguageinput,cognitivedevelopmentandpsychologicalfactors.Krashen'sEmotionalFilterHypothesisandInputHypothesisverifiedthatthewayoflanguageabsorption,learningattitudesandlearningemotionsmakeimportancerolesinSLA（1985）.

Thethesisattemptstoconductasurveyonstudents,agedfrom3to15,whostudiedEnglishinAChildren’sEnglishTrainingSchool.AChildren'sEnglishTrainingInstituteisheadquarteredintheUnitedKingdom,dedicatedtoprovidingprofessionalEnglisheducationforchildren.Itscoursesaremainlydividedintotwoparts:

preschooler（2-6yearsold）andprimaryandsecondarystudents（6-15yearsold）.TheyarerespectivelycalledKlevelandPKlevel.Accordingtowhattheyhavelearnt,foreignteacherswillmakeanassessmentwithstudentseverymonth.Inaddition,theeducationalinstitutionhasdevelopedacomprehensiveonlineteachingcurriculumforstudentstolearnonlinewhichenablesstudentstopreviewtextbookandconsolidatewhattheyhavelearnedathome.

Inordertofindoutfactorsofaffectingchildren'sSLA,theauthormainlydesignedresearchquestionsfromlearninghabits,learningmotivation,learningsituationandfamilyeducation.Throughcomparisonandanalysis,theauthorconcludesthefactorsthataffectchildren'sSLAandmakesconstructivesuggestionsforchildrentolearnSecondLanguagebetterandfaster.

Therearefourpartsinthethesis.PartoneintroducesSecondLanguageAcquisitionanditsuniversalityinChineseeducation,inthemeanwhile,distinguishlearningandacquisition.Parttwotalksaboutthetheoreticalframework,CriticalPeriodHypothesisandAffectiveFitterHypothesis.Partthreeisthebodyofthethesis,inthispart,theauthorconductedasurveyonchildrenandanalyzedtheresearchresultsfromlearningattitude,emotionalfactors,learninghabitsandstrategiesandfamilyeducation.Eventually,theauthormadesomesuggestionsforAChildrenEnglishTrainingInstitutiontoimprovetheirteachingqualityandefficiency.

1SecondLanguageAcquisition

InthisCharter,theauthorexplainswhatisSLAandpointsouttheimportanceofSLAanddifficultiesthatwehavemetintheearlyEnglishteaching.Andthentheauthorintroducedthedifferencesof“learning”and“acquisition”,whichcanmakepeoplehaveagoodunderstandoftheprocessofSecondlanguagelearningandlearnhowtostudyanewlanguage.

1.1WhatisSecondLanguageAcquisition?

SecondLanguageAcquisition,orSLA,istheprocessesbywhichpeoplelearnlanguagesbywhichpeoplelearnlanguagesinadditiontotheirnativetongues.Justassecondlanguageisthestandardtermforanylanguagewhoseacquisitionstartsafterearlychildhood,includingwhatischronologicallythethirdorsubsequentlanguage,SLAistheacquisitionofanysecondlanguage.（Larry&Susan,2001）.

Englishisthemaininternationalandwidelyusedlanguageintheworld.Englishcannotonlybeusedinourdailylifebutalsobeusedinourwork.Thus,thenationpaysmoreattentiontoEnglisheducation,evencarryingoutlingualeducationinsomeschools.

However,theeffectofSLAisnotsatisfactory.SomechildrenarelackofinterestinEnglishclassandeasilyforgetwhatteacherteaches.ItisdifficultforchildrentospeakEnglishfluentlyandaccurately.TheycannotuseEnglishproperlyintheirdailylivesorinwritings,either.Therefore,itisaworthystudytoimprovethequalityandefficiencyofearlyEnglishteaching.

1.2DifferencesBetweenLearningandAcquisition

Krashenwasthefirsttoexplicitlydistinguishbetween"acquired"and"learning".Acquisitionisa‘natural’process,wherethereisno‘consciousfocusingonlinguisticforms’.Itiswhatweinformallycalltheprocessof‘pickingup’alanguage.“Learning”isaconsciousprocess,anditusuallytakesplaceinthelanguageclassroom.ItisparticularlymarkedforKrashenbytwocharacteristicsthepresenceoffeedback（errorcorrection）,andruleisolation（1985）.

Inshort,theemphasisofacquisitionisonlanguagefunctionandmeaning,whichreferstotheprocessandresultsofautomatinglanguageoutputandknowledgeinternalizationunconsciouslyinanaturalcommunicativeenvironment.While,theemphasisoflearningisonlanguagerules,whichmeansthatstudentshavethebehaviorofactivelyobtaininglanguagerulesthroughsystematicandregularizedteachingproceduresintheclassroomteachingenvironment.Thefluencyofourspeechiscloselyrelatedto“acquisition”,while“learning”isonlyservedasa"censor"toseewhetherthesentencestructureiscorrectornot（WangLiping,2006）.

Forexample,inChina,manystudentsstudyEnglishmorethantenyearssystematically,buttheystillcannotspeakEnglishfluentlyandaccurately.Eventhoughtheysparenoeffortstorememberandpracticethegrammarrules,theycannotmasteruseitproperlyinthecommunication.ThisphenomenoncanbeexplainedbyKrashen's"monitoringtalk",whichisthelearner'sconsciousmonitoringofthelanguage.Heorsheexportsandcorrectsitwhenheorsheperceivesthatsomethingiswrong（ChenYang,2006）.AccordingtoKrashen's"monitoringtalk",thosewhomasteralanguagethrough"acquisition"cancommunicateeasilyandfluently,whilethosewhomasteralanguagethrough"learning"canonlyusetherulesofthelanguagetomonitorthelanguage.

2TheoreticalBackground

Inthechapter,theauthorintroducestwokindsoftheorieswhichisrelatedtoaffectingChildren’sSecondLanguageAcquisition.ThefirstoneisLenneberg’sCriticalPeriodHypothesiswhichillustratesthatagewouldaffectChildren’sSLA（1967）.ThesecondoneisKrashen’sAffectiveFitterHypothesiswhichillustratesthatageisnottheonlyfactor,emotionalsoplaysanimportantroleinhuman’sSLA,suchasmotivation,attitude,anxiety,confidenceandsoon（1985）.What’smore,student’sactivities,teacher-studentrelationshipandparents-studentrelationshipshouldbetakenintoconsideration.

2.1CriticalPeriodHypothesis

2.1.1WhatisCriticalPeriod?

Lennebergarguedthatchildren,aroundtwoyearsold,arethekeyperiodtoacquiretheirmothertongue,becausebetweentwoyearsoldandadolescenceisthelanguageregionofthebraingraduallycompletesthestageoftheleft-handprocess,whileafterpubertythebrainmatures,andtheleftoflanguagefunctioniscompleted.Thelanguagelearningafterthecompletionofsingle-sidedhumanbrainisnotasefficientasthatofwhole