认知神经科学证据:何时开始学习二语效果最好?

Evidence from Cognitive Neuroscience:When to Begin Learning Second Language for the Best Result?

从我国新课程改革推行"小学开设英语"的举措入手,系统介绍了认知神经科学运用fMRI,PET和ERP等技术研究获得的关于二语学习关键期及其效应的研究证据,立足二语习得年龄与最终成绩、年龄与二语习得和加工、二语习得的年龄效应特点诸方面展开探讨,对"何时开始学习二语效果最好"的问题有了深刻全面的理解。基本结论是:(1)二语习得存在关键期;(2)二语习得的效果受关键期效应影响;(3)6、7岁之前学习二语有望达到纯正语音效果;(4)12岁之前学习二语整体效果优于之后迟学的效果;(5)二语迟学者尽管失去二语学习"关键期",足够的训练也能达到一定的熟练效果;(6)新课程改革小学三年级开设英语,有条件的学校小学一年级开设英语,符合二语习得的认知神经科学特点和规律。

Starting from those pupils who begin to learn English at primary schools, required by China＇ s New National Curriculum reform, the author provides a systematic review of the evidence from cognitive studies, which adopts fMPI, PET and ERP technologies, covering the topics like a critical period of second language acquisition （SLA） and its effect on the ultimate attainment, and age effect on second language acquisition and processing. The article aims to provide a comprehensive view on when second language learning should begin. It concludes that： （1） There is a critical period in SLA. （2） This critical period affects the second language learning outcomes, （3） Nativelike L2 phonology learning could be acquired before the age of 6 or 7. （4） A bet- ter overall performance could be achieved among the learners who are younger than 12 years of age. （5） Adequate training and practices can help learners achieve a certain proficiency level despite their passing the ＂critical period＂ of second language learning. （6） In order to meet SLA characteristics and patterns of cognitive neuro- science, China＇ s New Curriculum reform should start to implement EFL courses at primary schools in Grade 3, or even in Grade 1 for those qualified.