Children's English learning in China attracts more and more people's attention and is on the tendency of starting at an early age. Under the trend of "learning English from childhood", the author has...Children's English learning in China attracts more and more people's attention and is on the tendency of starting at an early age. Under the trend of "learning English from childhood", the author has explored the Critical Period Hypothesis and discussed the younger learners' disadvantages and older learners' advantages when learning English. and concludes that early-age English learning is not feasible.展开更多
The structure of aged-based education and the science of childhood development were introduced to China in the last decades of the Qing dynasty. Drawing on period textbooks, journal articles, and school documents for ...The structure of aged-based education and the science of childhood development were introduced to China in the last decades of the Qing dynasty. Drawing on period textbooks, journal articles, and school documents for women and children, this study argues that the theory of childhood development helped shape socialized play and citizenship training in new schools. These new institutions followed scientific insights about childhood development in terms of both physical and emotional growth. Educators hoped to found schools that would inculcate respect for political authority within the classroom, and administrators took unprecedented steps in documenting and regulating children. Schools not only became places for disseminating learning, but also centers for gathering information about children and their families, as well as about childhood itself. The production of knowledge and the institutionalization of schools for preschool children helped usher in new trends that denaturalized childrearing outside of the family domain.展开更多
After entering 21 st century,our country has started an incomparable huge English teaching revolution. English has been taught in more and more universities,colleges,high schools,and even primary schools since the ear...After entering 21 st century,our country has started an incomparable huge English teaching revolution. English has been taught in more and more universities,colleges,high schools,and even primary schools since the early 1990 s. After the decision,which made by China` s Ministry of Education,of offering English courses from Grade 3 in primary schools nationwide in China from county-level in the fall of 2001 was carried out step by step,the starting age of foreign language learning for children have been discussed in China. Many experts and scholars in foreign language teaching and research fields paid close attention to it and held different opinions about offering English courses in primary schools. This study aims to do some research in theory to query the feasibility of offering English courses to the primary school students in China. The mainly underlying theoretical framework in this thesis is the critical period hypothesis discussed by Rod Ellis in Understanding Second Language Acquisition. By referring to his argument about age,the thesis seeks other two theories to support the idea that it is inappropriate to offer English courses in primary schools.展开更多
文摘Children's English learning in China attracts more and more people's attention and is on the tendency of starting at an early age. Under the trend of "learning English from childhood", the author has explored the Critical Period Hypothesis and discussed the younger learners' disadvantages and older learners' advantages when learning English. and concludes that early-age English learning is not feasible.
文摘The structure of aged-based education and the science of childhood development were introduced to China in the last decades of the Qing dynasty. Drawing on period textbooks, journal articles, and school documents for women and children, this study argues that the theory of childhood development helped shape socialized play and citizenship training in new schools. These new institutions followed scientific insights about childhood development in terms of both physical and emotional growth. Educators hoped to found schools that would inculcate respect for political authority within the classroom, and administrators took unprecedented steps in documenting and regulating children. Schools not only became places for disseminating learning, but also centers for gathering information about children and their families, as well as about childhood itself. The production of knowledge and the institutionalization of schools for preschool children helped usher in new trends that denaturalized childrearing outside of the family domain.
文摘After entering 21 st century,our country has started an incomparable huge English teaching revolution. English has been taught in more and more universities,colleges,high schools,and even primary schools since the early 1990 s. After the decision,which made by China` s Ministry of Education,of offering English courses from Grade 3 in primary schools nationwide in China from county-level in the fall of 2001 was carried out step by step,the starting age of foreign language learning for children have been discussed in China. Many experts and scholars in foreign language teaching and research fields paid close attention to it and held different opinions about offering English courses in primary schools. This study aims to do some research in theory to query the feasibility of offering English courses to the primary school students in China. The mainly underlying theoretical framework in this thesis is the critical period hypothesis discussed by Rod Ellis in Understanding Second Language Acquisition. By referring to his argument about age,the thesis seeks other two theories to support the idea that it is inappropriate to offer English courses in primary schools.
