二語(yǔ)習(xí)得年齡問(wèn)題研究綜述(畢業(yè)論文)(文件)
【正文】 cquisition[J]. Language,(68)[13]Rod Ellis, 1986. Understanding Second Language Acquisition[M]. Oxford: Oxford University Press[14]Singleton, D. 1989. Language Acquisition: The Age Factor[M]. Clevedon: Multilingual Matters [15]戴煒棟,[J].外國(guó)語(yǔ)(4):110[16]龔少英,[J].心理科學(xué)(3):711714[17][M].上海:上海外語(yǔ)教育出版社[18].“外語(yǔ)要從小學(xué)起”質(zhì)疑[J].外語(yǔ)教育與研究(4):5457[19][J].當(dāng)代語(yǔ)言學(xué)(2):185 [20][J].外語(yǔ)教學(xué)資料通訊(4):13[21]李 [M].濟(jì)南:山東大學(xué)出版社[22]. 應(yīng)用心理語(yǔ)言學(xué)[M].長(zhǎng)沙：湖南教育出版社[23]王立非,李 ——兼評(píng)第二語(yǔ)言習(xí)得與鍵期假設(shè)[J].外國(guó)語(yǔ)(2):8791[24][J].外語(yǔ)學(xué)刊(5):3139 [25][J].華東師范大學(xué)學(xué)報(bào)(4):5561學(xué)習(xí)參考AcknowledgementI would like to take this opportunity to express my heartfelt thanks to those who have contributed, directly and indirectly, to the pletion of this thesis.First and foremost, I would like to show my deepest gratitude to my supervisor, Li Xu, a respectable, responsible and resourceful scholar,who has provided me with valuable guidance in every stage of the writing of thisthesis. Without his enlightening instruction, impressive kindness and patience, Icould not have pleted my thesis. It is due to his constant encouragement and insightful suggestions that I was eventually able to produce this thesis and sail through difficulties. I confronted in writing this paper. What is more, I have been impressed by his critical mode of looking at the problems, both academic and social, which has inspired me a lot. His keen and vigorous academic observation enlightens me not only in this thesis but also in my future study. My special thanks should go to Wang Chuming, whose articles not only acquainted me with theories on linguistics, pragmatics but also awakened me to the lack of linguistic knowledge and insufficiency of linguistic proficiency. I am also grateful to Cao Ning whose course has benefited me a lot in learning the procedure and textual pattern of thesis writing. I also want to extend great appreciation to my fellow classmates and good friends, especially my three lovely roommates, whose continual encouragement gave me energy and courage during those difficult days of writing this thesis. Finally, my heartfelt thanks should be extended to my parents. Without their love and encouragement, I couldn39。參考文獻(xiàn)[1] Bialysok, E. 1997. The structure of age: in search of barriers to SLA[J]. Second Language Research, (2): 58[2] Flege amp。在我國(guó)以課堂教學(xué)為主的環(huán)境下，鑒于兒童尚不成熟的認(rèn)知能力，外語(yǔ)學(xué)習(xí)不應(yīng)盲目。在第二語(yǔ)言習(xí)得中，年齡因素是個(gè)重要的影響因素，是二語(yǔ)習(xí)得研究領(lǐng)域中一個(gè)重要的課題。第四，基于兒童生理發(fā)展過(guò)程中的優(yōu)越條件，教師應(yīng)通過(guò)靈活多變的教學(xué)形式，這樣會(huì)對(duì)學(xué)生學(xué)習(xí)動(dòng)機(jī)，課堂學(xué)習(xí)環(huán)境和語(yǔ)言輸入產(chǎn)生積極的影響。語(yǔ)言熟練程度隨著在自然場(chǎng)景的時(shí)間而長(zhǎng)進(jìn)。兒童學(xué)習(xí)外語(yǔ)比較自然，而成年人學(xué)習(xí)時(shí)則不是這樣。4) 社會(huì)環(huán)境和學(xué)習(xí)條件以及語(yǔ)言輸入量是不同年齡學(xué)習(xí)者成功與否的重要因素。不過(guò)，他們的研究從生理、心理、環(huán)境等不同方面揭示了第二語(yǔ)言習(xí)得的不同年齡段的一些特點(diǎn)及影響第二語(yǔ)言習(xí)得的一些因素：1) 盡管“關(guān)鍵期”的生理說(shuō)遭到許多批評(píng)，但神經(jīng)生理學(xué)家比較一致的意見(jiàn)是：超過(guò)了青春期就不那么容易完全習(xí)得第二語(yǔ)言的語(yǔ)音。我們可預(yù)知他們將獲得更全面、嫻熟的交際能力，因?yàn)檫@種能力在與同齡人交流時(shí)極為重要。因?yàn)槿绻麑W(xué)習(xí)者天生就能獲得一級(jí)水平，那么兒童和成人之間也就沒(méi)有習(xí)得進(jìn)程的差異。他認(rèn)為所有的學(xué)習(xí)者生來(lái)就有獲得一級(jí)水平的天賦。Neufeld(1978)對(duì)情感因素是如何與第二語(yǔ)言習(xí)得的年齡差異聯(lián)系的
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