关于影响儿童二语习得因素的案例分析.docx

1、关于影响儿童二语习得因素的案例分析A Case Study of Key Factors Influencing Childrens Second Language AcquisitionA Case Study of Key Factors Influencing Childrens Second Language AcquisitionAbstractWith the lowering ages of English learning, it is important to study the factors that influence childrens Second Language

2、 Acquisition. Based on Critical Period Hypothesis and Affective Fitter Hypothesis, author took A Childrens English Training School as an example and randomly selects 50 students of different ages to analyze the factors of affecting childrens Second Language Acquisition. The questions refer to studen

3、ts basic information, learning motivation, learning strategies and habits, emotional factors and family education. By making a data Analysis, the author found out that childrens SLA is related to teacher-student relationship, teaching activities, childrens interest, learning habits, emotions and fam

4、ily education. Eventually, the paper puts forward some suggestions on improving Childrens English learning. Firstly, teachers should design practical and interesting teaching scenes, which can stimulate students interest and promote teacher-student relationship. Secondly, teachers should create and

5、utilize family education resources, which can learn more about students and develop students good learning habits and emotions. Third, teachers should improve professional abilities, communication skills and teaching skills, which can greatly improve teachers teaching equality and students learning

6、efficiency. Keywords: Second Language Learning, young English learners, Critical Period, Affective factors 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

7、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ContentsAbstract.I中文摘要.IIIntroductionAn increasingly number of bilingual kindergartens and prima

8、ry schools have introduced bilingual teaching, thus, more and more parents pay more attention to English teaching and sending their children to English Training for studying English. How do children acquire Second Language naturally and easily? There is a large deal of linguistic experts put forward

9、 the factors that influence the Second Language Acquisition at home and aboard. Lenneberg firstly came up with the Critical Period Hypothesis (CPH) and he believes that children are sensitive to language input and have strong imitation ability, which is relatively easy to obtain a foreign language (

10、1967). Thus, some scholars who agreed with the opinion believed that CPH also existed in the process of learning Second Language (SL), especially in pronunciation and listening, the younger children they are, the better speech acquisition and hearing sensitivity they would get. While other professor

11、s argued that except age, some external factors could affect SLA, such as language input, cognitive development and psychological factors. Krashens Emotional Filter Hypothesis and Input Hypothesis verified that the way of language absorption, learning attitudes and learning emotions make importance

12、roles in SLA (1985). The thesis attempts to conduct a survey on students, aged from 3 to 15, who studied English in A Childrens English Training School. A Childrens English Training Institute is headquartered in the United Kingdom, dedicated to providing professional English education for children.

13、Its courses are mainly divided into two parts: preschooler (2-6 years old) and primary and secondary students (6-15 years old). They are respectively called K level and PK level. According to what they have learnt, foreign teachers will make an assessment with students every month. In addition, the

14、educational institution has developed a comprehensive online teaching curriculum for students to learn online which enables students to preview textbook and consolidate what they have learned at home.In order to find out factors of affecting childrens SLA, the author mainly designed research questio

15、ns from learning habits, learning motivation, learning situation and family education. Through comparison and analysis, the author concludes the factors that affect childrens SLA and makes constructive suggestions for children to learn Second Language better and faster. There are four parts in the t

16、hesis. Part one introduces Second Language Acquisition and its universality in Chinese education, in the meanwhile, distinguish learning and acquisition. Part two talks about the theoretical framework, Critical Period Hypothesis and Affective Fitter Hypothesis. Part three is the body of the thesis,

17、in this part, the author conducted a survey on children and analyzed the research results from learning attitude, emotional factors, learning habits and strategies and family education. Eventually, the author made some suggestions for A Children English Training Institution to improve their teaching

18、 quality and efficiency.1Second Language Acquisition In this Charter, the author explains what is SLA and points out the importance of SLA and difficulties that we have met in the early English teaching. And then the author introduced the differences of “learning” and “acquisition” ,which can make p

19、eople have a good understand of the process of Second language learning and learn how to study a new language. 1.1 What is Second Language Acquisition?Second Language Acquisition, or SLA, is the processes by which people learn languages by which people learn languages in addition to their native ton

20、gues. Just as second language is the standard term for any language whose acquisition starts after early childhood, including what is chronologically the third or subsequent language, SLA is the acquisition of any second language. (Larry & Susan, 2001). English is the main international and widely u

21、sed language in the world. English can not only be used in our daily life but also be used in our work. Thus, the nation pays more attention to English education, even carrying out lingual education in some schools. However, the effect of SLA is not satisfactory. Some children are lack of interest i

22、n English class and easily forget what teacher teaches. It is difficult for children to speak English fluently and accurately. They cannot use English properly in their daily lives or in writings, either. Therefore, it is a worthy study to improve the quality and efficiency of early English teaching

23、. 1.2 Differences Between Learning and Acquisition Krashen was the first to explicitly distinguish between acquired and learning. Acquisition is a natural process, where there is no conscious focusing on linguistic forms. It is what we informally call the process of picking up a language. “Learning”

24、 is a conscious process, and it usually takes place in the language classroom. It is particularly marked for Krashen by two characteristics the presence of feedback (error correction), and rule isolation (1985). In short, the emphasis of acquisition is on language function and meaning, which refers

25、to the process and results of automating language output and knowledge internalization unconsciously in a natural communicative environment. While, the emphasis of learning is on language rules, which means that students have the behavior of actively obtaining language rules through systematic and r

26、egularized teaching procedures in the classroom teaching environment. The fluency of our speech is closely related to “acquisition”, while “learning” is only served as a censor to see whether the sentence structure is correct or not (Wang Liping, 2006).For example, in China, many students study Engl

27、ish more than ten years systematically, but they still cannot speak English fluently and accurately. Even though they spare no efforts to remember and practice the grammar rules, they cannot master use it properly in the communication. This phenomenon can be explained by Krashens monitoring talk, wh

28、ich is the learners conscious monitoring of the language. He or she exports and corrects it when he or she perceives that something is wrong (Chen Yang, 2006). According to Krashens monitoring talk, those who master a language through acquisition can communicate easily and fluently, while those who

29、master a language through learning can only use the rules of the language to monitor the language.2Theoretical Background In the chapter, the author introduces two kinds of theories which is related to affecting Childrens Second Language Acquisition. The first one is Lennebergs Critical Period Hypot

30、hesis which illustrates that age would affect Childrens SLA (1967). The second one is Krashens Affective Fitter Hypothesis which illustrates that age is not the only factor, emotion also plays an important role in humans SLA, such as motivation, attitude, anxiety, confidence and so on (1985). Whats

31、more, students activities, teacher-student relationship and parents-student relationship should be taken into consideration. 2.1 Critical Period Hypothesis 2.1.1 What is Critical Period? Lenneberg argued that children, around two years old, are the key period to acquire their mother tongue, because

32、between two years old and adolescence is the language region of the brain gradually completes the stage of the left-hand process, while after puberty the brain matures, and the left of language function is completed. The language learning after the completion of single-sided human brain is not as efficient as that of whole