关键期假说最新进展及其对我国早期英语教育的启示

The Latest Development of Critical Period Hypothesis and the Implication for Early English Education in China

尽管关键期假说饱受争议,但是,年龄对二语习得有重要的影响却是学界的共识。除了年龄之外,情感、认知、学习策略、语言学能等内因以及语言输入输出机会、教学质量等外因对二语习得都有一定的影响。虽然关键期假说尚有争议,但其观点对我国早期外语教育有一定的指导意义。尽管儿童有相对的外语学习优势,但考虑到语言环境、社会、文化等因素,我国的儿童英语教学从10岁左右开始较为适宜。

Although Critical Period Hypothesis （CPH） is quite controversial, there is still an academic consensus that the age factor has a great influence on Second Language Acquisition （SLA）. Actually, apart from the age factor, in- ternal factors, such as emotion, cognition, learning strategies, language aptitude, and external factors, such as teaching quality and opportunities of input and output, all influence SLA to some extent. CPH is still arguable, but the theory has guiding significance to Chinese early English education. It is a fact that children are relatively advantageous in foreign language learning. However, considering factors such as language environment, society and culture, it is appropriate for Chinese children to begin leaming English at the age of 10.