“临界期假说”对汉语作为第二语言教学的启示——以柬埔寨汉语学习者为例

The Enlightenment of the“Critical Period Hypothesis”on Teaching Chinese as a Second Language:Taking Cambo⁃dian Chinese Learners as an Example

近年来,越来越多的人开始关注汉语作为第二语言的学习。该文作者在面向柬埔寨不同年龄段留学生的教学过程中发现,低年龄段学习者能够更加准确、快速地掌握汉语的发音,并且和高年龄段学习者相比,在汉字的书写上也更加规范。由于低年龄段和高年龄段学习者的差别主要是年龄的不同,该文从“临界期假说”视角出发,对不同年龄段柬埔寨学生的汉语教学给出相关建议,使对外汉语教师能够更好地利用“临界期假说”提高教学效率。

In recent years,more and more people have begun to pay attention to the learning of Chinese as a second language.In the process of teaching foreign students of different ages in Cambodia,the writer found that the younger learners can master the pronunciation of Chinese more accurately and quickly,and compared with the older learners,they are more standardized in the writing of Chinese characters.Since the difference between low-age and high-age learners is mainly due to the difference in age,this paper will take the“critical period hypothesis”as a perspective to give relevant suggestions for Cambodian students of different ages in teaching Chinese,so that teachers of Chinese as a foreign language can better make good use of the“critical period hypothesis”to improve their teaching efficiency.