Differences Between Children’s First Language Acquisition and Adults’Second Language Acquisition

There is an apparent contrast between children’s first language acquisition and adults’second language acquisition,which are mainly manifested in the following three aspects:age difference,difference in learning process and motivation difference.This paper will analyze these three differences in detail,and combine the analysis results to guide second language pedagogical implications according to the current situation.

What Motivates Us to Learn as We Grow?——A Research Review on the Relationship between Age and Motivation in Second Language Learning

Motivation is always a dominatant factor in second language learning and teaching. Dornyei once suggested his model of learners' motivation, which is, language learning attitudes and the Ideal L2 self. Certainly, this could bring some research interests to other researchers. In this paper, the author reviews a research carried among the Hungarians, where the research focus is clearly given on the relationship between age and motivation to test Dornyei' s theory and offer a new way to promote learner's motivation in second language learning.

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.

Age in Relation to Second Language Learning

In the research field of the second language learning, age has been the focus for the linguists. This paper first reviews the researchon age by linguists, then analyzes age differences in different learning situations, and discusses the preferable age in second language learning inChina.

The Exploration of Individual Differences in Second Language Learning

This paper mainly focuses on the influence of age and motivation in second language learning.Based on the theories of individual differences and an interview analysis,results obtained in this research include three aspects.Firstly,it is better to start a second language at an earlier age.Secondly,integrative motivation weighs more in the long-term success when learning a second language.Thirdly,creating better English environments is essential in EFL schools.

Is There an Optimum Age For Foreign Language Learning?

Age is one of the factors which influnce foreign language learning, but not the most important one. Comparision on the effect of foreign language learning between adults and children cannot rely merely on age. So the question of an optimum age for foreign language learning is not a simple one which is only related to age. There are different optimum ages for different aims and demands of learning foreign language.

A Comparison of the lexical processing in Children's Word Acquisition and in Adults' Word Learning

Children can acquire knowledge of their mother tongue easily in a relatively short time,whereas adults are too inferior to bear the comparison in learning a second language.This paper sets out to study the background and process of children's and adults' language learning,make comparison and contrast,and find out an effective way to promote adults' second language learning.

Starting Small,right or wrong?:Age and Second Language Acquisition

Lots of factors are affecting second language acquisition,of which age is a hotly debated one.Some researchers do believe that age has a central effect on the acquisition of both first and second languages and there is a critical(Lenneberg,1967) or sensitive period in language acquisition,while others think that no adequate evidence of starting early contributes to the proficiency of the target language.Here I will list some of the hypotheses related to age and second language acquisition and find out whether it is true that children acquire more than adults in second language.

Why Children Learn L1 Effortlessly and Adults Learn L2 Painstakingly

It is wildly accepted that children learn their first language (L1) effortlessly and with great success, while adults, who have already owned a first language, learns a second language (L2) painstakingly and unsuccessfully. This paper explores reasons causing difficulties to adults learning a second language.

Brief Analysis on the Earlier the Better in SL Learning

With the intense globalization and human migration,a worldwide attention to multiple languages,cultures and abilities to communicate effectively with people across languages and cultures has been aroused. Under such circumstance,the switch to an earlier start of second language introducing in school appears to be an international phenomenon. This paper just aims to make a discussion on the idea of the earlier the better in SL learning.

语音训练对幼儿英语语音意识和字母知识的促进

语音意识是影响英语阅读能力的关键因素。本研究结合语音教学法的思想,采用自编的教学材料和语音游戏,通过字母故事和语音训练游戏,训练儿童的语音意识。研究者在北京市一所普通幼儿园选取了无英语学习经验的3岁左右中国幼儿63名,随机分为实验组和控制组,经过8周的语音教学实验,发现接受语音教学的实验组儿童在音节意识、音韵意识、音素意识和字母识别等方面较接受普通英语教学的控制组都有显著提高。结果表明早期有针对性的语音训练可能能够更快地提高幼儿的语音意识。

基于VRML的儿童对外汉语远程教学

儿童是学习语言的最佳时期[1]。适应海外儿童包括中小学的对外汉语逐年上升的趋势,考虑到VRML(VirtualRealityModellingLanguage)的三维、交互、立体、网络传输、情景教学、游戏开发方便等诸多优点,首先分析了基于VRML的对外儿童汉语网络教学的基本思路;接着针对儿童的汉语教学内容、网络虚拟场景、教学方法进行了初步设计,实现了发现式教学场景并可以进行菜单、视点导航等;最后对全文进行了总结和展望。

学龄前儿童第二语言学习中的认知风格研究

认知风格作为一种认知方式,对语言学习有重要影响,包括学龄前儿童的二语学习。本文通过对23名学龄前儿童的观察和研究,试图以相关性分析和t检验的方式探讨认知风格与学龄前儿童的第二语言学习成绩和他们的课堂表现之间的相关性。研究结果表明,学龄前儿童的认知风格虽与第二语言测试成绩没有明显的直接关系,但却影响着学龄前儿童在第二语言课堂上的表现;在第二语言测试成绩上,场独立倾向的儿童有优于场依存倾向的儿童的趋势。本文还根据研究结果,对学龄前儿童的第二语言教学提出一些建议。

成人二语习得者学习策略实证研究

本文首先概述二语学习策略领域的文献,比较西方知名研究者对二语学习策略所给出的定义与分类。使用西方研究者Rebecca L.Oxford创建的,最全面、最具影响力的分类模式——语言学习策略量表(SILL),对我国大学的成人二语习得者学习策略情况进行了实证性研究调查,研究结果显示,成人二语习得者中等程度地使用了六大类学习策略,并且较低频率地使用了一些具体的学习策略项目。最后,文章分析与讨论了造成此现状的因素,并且指出策略培训是解决此问题的一个行之有效的方法。

儿童母语习得与成人二语习得的差异对外语教学的启示

通过对比儿童母语习得与成人二语习得的进程,指出两者之间的明显差异,主要表现在以下五个方面:年龄的差异、语言习得机制的差异、语言习得环境的差异、语言习得动机与需要的差异、语言习得方式的差异。通过对这些差异的分析与研究,结合儿童母语习得理论,提出了几点关于母语自然习得应用于成人二语习得中的建议。

语音的感受性训练在幼儿第二语言习得中的作用

通过对幼儿第二语言习得规律的探讨,文章发现学龄前儿童在外语学习方面的真正优势在于可以更好地形成对外语语音系统的敏感性。由此文章提出应强调语音感受性训练在幼儿第二语言习得中的地位和作用。并相应提出了在这种训练活动中应遵循的原则和思路。在这种训练活动中,应遵循"全面而丰富"、"多维度多通道"、"努力与准确性均衡"和"逐步强化与年龄进阶"的原则和思路,真正为幼儿学习第二语言切实地做好铺垫性的工作。

谈语言输入在成人英语学习中的作用

Krashen的语言输入理论是第二语言习得的重要理论之一。它不仅对普通高校学生的英语习得实践有指导意义,而且对于特点突出的成人外语习得者来说,可以降低语言习得过程中的情感焦虑,减少母语干扰,增强语感等。

语言习得与学习视阈中的程式语研究及启示

本文首先介绍了基于程式语的母语习得模式研究的主要观点,而后探讨了程式语在成人二语学习中的作用以及儿童母语习得和成人二语学习的差异,在此基础上提出对我国程式语教学的一些思考。

在职成人外语学习焦虑感研究

外语学习焦虑感的产生既有内部原因也有外部原因。本文通过调查分析成人外语学习者的基本情况(包括年龄、性别、学历、性格和期望值等)、焦虑的类型及焦虑的内容,讨论成人自身的个性特征对外语学习焦虑感形成产生的影响。本文旨在对今后成人外语教学提出了一些探索性意见和建议。

浅析成人与儿童学习外语的最佳教学策略

众所周知,年龄是外语学习中学习者个体差异的重要因素之一,人在不同的年龄阶段呈现出不同的外语学习特点。本文通过社会、心理、生理三方面对儿童与成人的外语学习特点进行概述、比较,提出针对儿童与成人的不同外语教学策略,提高外语教学效果。