A Critical Review of Critical Period Hypothesis in Second Language Acquisition

The researches on Critical Period Hypothesis(CPH) aims to explain the importance of the age factor in the process of learning a second language.In this essay,a critical review of the theoretical issues and empirical research on the CPH will spread out.Meanwhile,the discussion of implication and limitation of the CPH research will be concerned as well.

Comprehensive Review on “Critical Period Hypothesis” and the Role of Age in Second Language Learning

The essay makes comprehensive literature review and analysis on various scientific experiments and research about the role of age in second language learning. Moreover, the introduction and analysis of"Critical Period Hypothesis"and its relevant research in second language acquisition has been presented in order to put forward some scientific implications for second lan guage learning and instruciton in the context of China.

A Reflection on the Critical Period Hypothesis in Second Language Learning

This paper reviews the second language (hereafter L2) acquisition hypothesis and theories, examines the Critical Period Hypothesis, and, taking English as an example, briefly discusses the problems confronting Chinese adult L2 learners.

An Analysis of Critical Period Hypothesis in English Teaching

The Critical Period Hypothesis originated from biology and then was introduced into the field of linguistics. This paper introduces the concept of the Critical Period Hypothesis for language acquisition and some relevant literatures＇ research of Critical Period Hypothesis and English teaching in China as well as analyzing the research situation. From this contrast and analysis, the enlightenment from the Critical Period Hypothesis for language acquisition to English teaching in China is much easier to obtain. This paper determines that the influence of the Critical Period Hypothesis on second language acquisition and foreign language learning is still unclear.

Implications of Canadian Immersion Education for Bilingual Instruction in Chinese Kindergartens:From the Perspective of Critical Period Hypothesis

Canada is one of the countries with the most developed bilingual education in the world,while China starts bilingual education late.Such program greatly takes the advantage of critical period hypothesis and reveals its effectiveness.Learning from the advanced experience from Canada,this study investigated problems of bilingual education in Chinese kindergartens and offered suggestions correspondingly.Only when there are qualified and professional preschool teachers,suitable teaching materials,specific teaching objectives and methods,cooperation between parents and teachers,can the bilingual immersion education in Chinese kindergartens be fully developed.

On the Critical Period Hypothesis and the Infeasibility of the Primary Schools English Education in China Today

As the world multipolarization and economic globalization are developing,competition in overall national strength is becoming increasingly fierce.Social development requires the students to possess English language ability.More and more people propose that English education be implemented in the primary schools.However,by analyzing the practical situation of English education in China,to the author's opinion,it is infeasible to comprehensively implement English education in China's primary schools.

Robinson's Indirect Ways to Support Critical Period Hypothesis

On the Critical Period Hypothesis,Robinson indirectly supported it in his paper Individual Differences,Cognitive Abili ties,Aptitude Complexes and Learning Conditions in Second Language Acquisition.This paper digs out that time-boundedness and different lengths of time are important issues in his frame work,closely related with the critical period of time for language acquisi tion.In conclusion,Robinson’s framework is convincing,with the premise of admitting the existence of the critical period hy pothesis.

Enlightenment of the Critical Period Hypothesis for the Early English Education

Whether children should learn English as early as possible has been a controversial topic, and one of the focal point is the credibility of the critical period hypothesis.Does critical period hypothesis really exist?How does child's age factor influence English acquisition?Analyzing the problems existing in the early English education based on the critical period hypothesis theory, secondly, investigating child's characteristics and psychological characteristics based on a case study.The research results show that learning English is not the sooner the better; the emphasis is how to ensure the quality.We should Specify children's English education market, and providence environment of language acquisition, attach great importance to the interest, and give full play to children in different stages of learning advantage.Parents and society should correctly treat the early English education, reduce misunderstanding and promote the healthy development of children's English education.

A Study of Age in Second Language Acquisition——Based on the Critical Period Hypothesis

Age is one of the important factors which affects the second language acquisition.Since the critical period hypothesis has already been applied to study second language acquisition,though it was originally proposed to study the first language acquisi⁃tion,it has arisen many controversies.Some researchers home and abroad hold the view that age plays a critical role in learning a second language,while others point out that there is no close relationship between the age and second language acquisition.The au⁃thor will first briefly introduce the research situations about the critical period hypothesis.Then discuss the age’s influences on second language acquisition.At last,give some suggestions and advice on second language teaching and make a conclusion.

Exploring the Impact of Translanguaging on Chinese-speaking Students’Academic English Writing:Taking CET-4 as an Example

This qualitative research study attempts to discover the real thinking process of learners who are native Chinese speakers in Academic English Writing(AEW)through interviews.Introspecting an EFL learner’s thinking process in English writing is based on two theories:critical period hypothesis and translanguaging.The results of the study indicate that translanguaging has a positive impact on the English CET-4 writing of learners who lack proficiency in English.For those learners who lack proficiency in the second language,translanguaging is an effective auxiliary tool for them to complete AEW.

第二语言获得关键期研究进展

语言获得的关键期是发展心理学的一个重要且有争议的问题。近二十多年来,国外学者对第二语言获得年龄与第二语言的学习速度,第二语言的获得年龄与最后达到水平,第二语言的获得年龄与第二语言的大脑皮质表征和加工的关系等问题进行探讨,得到了复杂的结果。该领域的研究有待进一步控制与年龄相关的变量和认知变量,并将行为和脑功能的研究结合起来,更深入地探讨这一问题。

年龄因素对二语习得的影响:临界期假说实证

二语习得是应用语言学一个重要研究方面。二语(含外语)学习好坏与学习起始年龄相关问题是目前二语习得研究的重要方面,语言学习年龄的研究具有重要的理论和实践意义。本文利用临界期假说分析儿童二语习得年龄对研究生英语水平的重要影响,国内外有关年龄因素与二语习得状况研究,提出二语习得的研究建议。

浮现理论及其对第二语言获得年龄效应的新解释

近年来,来自认知行为实验、认知神经科学的研究结果对第二语言获的关键期假设提出了质疑。浮现理论对第二语言获得的年龄效应提出了新的解释,该理论认为在第二语言获得中并不存在先天决定的关键期,第二语言的获得年龄效应是由双语之间的相互作用、相互影响决定的,即第一语言的防守和第二语言同第一语言间的竞争两种机制决定着第二语言的获得的程度。

关键期假说及其对我国英语教学初始年龄的启示

关键期假说源于生物学,后引申至语言学领域。在一语和二语习得框架下,众多学者提出了各自的正反理据。一语习得关键期假说得到的肯定似乎超过了否定的声音,但苦于研究对象的匮乏,无法获取有说服力的充分理据;而二语习得中的年龄研究往往拘泥于关键期的生物机制,忽视了认知、情感、心理、环境等因素的作用。虽然儿童学习二语有着不可忽视的相对优势,但考虑到我国学习者的个体、语言和文化等因素,英语教学的初始年龄定为9~12岁较为理想。

从外语磨蚀的角度分析“年龄小优势论”

中国学生英语学习起始年龄问题是外语教育界研究的热点之一。多数人认为：年龄小的比年龄大的学得好，即“年龄小优势论”。从外语磨蚀的影响因素，如学习者年龄、学习动机、读写能力等，分析了“年龄小优势论”的片面性。通过实证研究并结合“关键期假说”的相关研究成果，对我国学生英语学习的起始年龄提出了一些建议：外语学习应当从小学开始，不宜推迟到初中．小学开设英语课不是越早越好，9～10岁开始学英语可能会更好。

语言习得关键期假说述评

语言习得关键期假说旨在探究语言学习的最佳年龄。长期以来国外英语教学界对此一直非常关注 ,但众说纷纭。国外研究者们从多个方面进行的探讨和研究都无法充分证明其理论依据。语言习得关键期假说理论的不同的研究者对偏侧优势实验的讨论、分析和对比 ,对第二语言习得具有一定的理论指导意义 。

二语习得年龄效应研究的共同记忆:内容、问题和启示

本文梳理了国内外二语习得年龄效应的研究历史,总结了年龄效应对二语语言结构包括二语语音、语法和词汇习得的影响,并探讨了它与语言学能和学习方法的关系。文献梳理发现:(1)年龄效应对二语语音的影响最为显著,语法次之,对词汇的影响甚小;(2)成人的学习过程和儿童不同,成人依赖显性的学习机制,用以弥补衰退的隐性学习机制。这些结果不足以证实二语习得关键期的存在,仍需更多的实证研究予以验证,尤其是神经生物学证据。文章还进一步梳理了年龄效应研究的常规实验方法,并分析总结了相关研究存在的一些关键问题。最后,文章分析了年龄效应研究对二语教学和学习的启示,指出在进行二语教学时,对于不同年龄的学习者和不同的语言特征,应该采用不同的教学方法。

中国外语教育所面临的问题与出路

本文主要探讨中国目前外语教育中所存在的问题,并提出了解决的方案.作者认为,中国外语教育中所存在问题,主要是应试教育造成的,提早开设外语并非解决外语教学中存在问题的有效途径,而且中国小学的师资和其他条件目前也不具备.解决问题的方式是,加强现有各个层次上的外语教学,改进教学方法,将外语教学与教育统一起来.

外语学习起始年龄刍议

不同年龄群体的语言学习者在生理、心理和认知能力上存在着明显的差异,儿童、青少年和成人学习外语或二语时各有优势。儿童有习得外语或二语的潜能,最突出的是儿童能够习得具有目的语母语者一样的发音;青少年拥有较好的模仿能力、记忆力和敏感的超语言意识;而成人的记忆能力特别强,也很容易注意到语言的形式特征。我们可以期待儿童在玩中习得更多的外语,然而对成人而言,我们可以适度地使用抽象思维能力进行外语或二语学习。语言教师应当对所有因素进行考虑,并采取相应的教学方法。

试析临界期假设的理论与实践

从根本上改变我国外语教学效率低下的情况，有必要展开对莱内伯格 （Ｌｅｎｎｅｂｅｒｇ）临界期假设理论的深入探讨，在认识上解决学习外语应抓住儿童期、青少年期还是成年期这一关键问题，解决我国外语教学的重点应放在小学、中学还是大学这一带有方向性、全局性的问题。分析临界期假设理论后可以得出一项结论，即人生学外语的关键期在小学，外语教学的重点应在中小学而不是大学，而小学的外语教学则应通过抓习得训练来带动人的主体性素质培养。