摘要
语言习得关键期假说旨在探究语言学习的最佳年龄。长期以来国外英语教学界对此一直非常关注 ,但众说纷纭。国外研究者们从多个方面进行的探讨和研究都无法充分证明其理论依据。语言习得关键期假说理论的不同的研究者对偏侧优势实验的讨论、分析和对比 ,对第二语言习得具有一定的理论指导意义 。
Proponents of earlier English education in China desire to benefit from early second language learning based on their belief in a critical period hypothesis that refers to a period of time when learning a language is relatively easy and typically meets with a high degree of success. Once this period is over,at or before the onset of puberty,the average learner is less likely to achieve native_like ability in the target language.However,it is problematic for China to base the age level of introducing English as a foreign language instruction on the critical period for two main reasons:1) The critical period is controversial in L2 acquisition(SLA),and 2) Research on the critical period has primarily focused on learners in L2 settings(versus a foreign language setting like China),where learners have access to the L2 outside the classroom, and are immersed in the context where the L2 is the official language,and used as the language of wider communication.This article reviews major research studies in this area by highlighting the controversies from theoretical perspectives in retrospect.
出处
《汕头大学学报（人文社会科学版）》
2004年第6期32-37,共6页
Journal of Shantou University(Humanities and Social Sciences Edition)
