wuyaneba
2015-01-16
[方法探讨] 如果”我“是萧先生文中孩子的家长......
说说我的看法高级模式
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本帖最后由 帅帅英语屋 于 2015-1-17 07:20 编辑
kuailedexiaoshu 发表于 2015-1-16 09:17
什么是早期教育，语言学习确实有黄金期，
第2语言的学习当然也有关键期。
青春期以后再开始学习的话，至少发音上要困难得多。虽然下面这篇文章也提到成人学习英语的优势，感觉更主要的是鼓励那些已经起步晚了的语言学习者，“什么时候起步都不晚”。
http://termcoord.eu/2014/02/age- ... nguage-acquisition/
（看结论中红字。）
The age factor in second language acquisitionCategory: All posts, Linguistics 0 Comments
Is there an optimal age for second language acquisition? Everybody agrees that age is a crucial factor in language learning. However to which extent age is an important factor still remains an open question. A plethora of factors can influence language learning: biological factors, mother tongue, intelligence, learning surroundings, emotions, motivation and last but not least: the age factor. Lenneberg′s critical period hypothesis (1967) suggests that there is a biologically determined period of life when language can be acquired more easily. Beyond this time a language is more difficult to acquire. According to Lenneberg, bilingual language acquisition can only happen during the critical period (age 2 to puberty). The critical period hypothesis is associated with neurophysiological mechanisms suggesting that in late bilinguals the early and the late acquired languages are represented in spatially separated parts of the brain (Broca’s area). In early bilinguals on the other hand a similar activation in Broca’s area takes place for both languages. This loss of the brain′s plasticity explains why adults may need more time and effort compared to children in second language learning.
The advantages of early second language acquisitionIn early childhood, becoming bilingual is often an unconscious event, as natural as learning to walk or ride a bicycle. But why? According scientific surveys, language aspects such as pronunciation and intonation can be acquired easier during childhood, due to neuromuscular mechanisms which are only active until to the age of 12. Another possible explanation of children’s′ accent-free pronunciation is their increased capability for imitation. This capability fades away significantly after puberty. Another factor that we should take into consideration is children’s flexibility, spontaneity and tolerance to new experiences. Kids are more willing to communicate with people than adults, they are curious and they are not afraid of making mistakes. They handle difficulties like missing vocabulary very easily by using creative methods to communicate, such as non-verbal means of communication and use of onomatopoetic words. Also the idea of a foreign civilisation is not formed in their minds yet. Only at the age of 8 does it become clear to them that there are ethnic and cultural differences. Last but not least, aspects such as time, greater learning and memory capacity are in any case advantages in early language learning. On the other hand there are surveys which point out the risk of semi-lingualism and advise parents to organise language planningcarefully.
The advantages of late second language acquisitionFirst of all it is important to clarify that by late second language learning we mean learning a language after puberty. Linguists, psychologists and pedagogues have been struggling for years to answer the following question: is it possible to reach native-like proficiency when learning a language after puberty? In order to give an answer we have to consider the following factors: First of all, adults (meaning people after puberty) have an important advantage: cognitive maturity and their experience of the general language system. Through their knowledge of their mother tongues, as well as other foreign languages, not only can they achieve more advantageous learning conditions than children, but they can also more easily acquire grammatical rules and syntactic phenomena. According to Klein Dimroth (see references), language learning is an accumulative process that allows us to build on already existing knowledge. Children cannot acquire complex morphological and grammatical phenomena so easily.It would be useful to point out that sometimes incorrect pronunciation is not a matter of capability but of good will. According to different surveys, adults do not feel like themselves when they speak a foreign language and they consider pronunciation an ethno- linguistic identity-marker. A positive or negative attitude towards a foreign language should not be underestimated. Another factor to consider is the adults’motivation to learn a foreign language. When an adult learns a foreign language there is always a reason behind it: education, social prestige, profession or social integration. The latter is considered a very strong one, especially in the case of immigrants.
ConclusionIt is obvious that the language learning processes in adults and children have advantages and disadvantages. However, age is an important but not overriding factor. All people, regardless of age, perceive a language learning process differently and individually. Personality and talent can influence this process significantly: there are shy children and very communicative adults. Our conclusion? It is advisable to encourage language learning at an early age. The younger the child is, the more they can take advantage of neuromuscular mechanisms that promote language learning and thus reach a native-like level with less effort and time. Other advantages, such as increased communication abilities, better articulation, tolerance to foreign cultures and personal cognitive development, are among the benefits of early language learning. Yet this does not exclude effective language learning in adults. Under ideal learning situations, with motivation and a positive attitude, everybody can reach an excellent language level.
Article written by Katerina Karavasili, translator and master′s student of German as a foreign language.
自己做过6年规划的孩子，跟事事听从家长安排的孩子；鼓励孩子自己规划的家庭，跟事事家长安排在先的家庭，培养出来的能力当然会有非常大的差别。孩子对家庭的感觉、感情也绝对不一样。
相信您的孩子到12岁可以有很强的规划能力，对各种活动占用的时间、自己对活动的偏好，以及活动跟目标间的关系可以有很清楚的了解。文中孩子要补的，就是这一课，虽然有些晚，但还是可以做到的。当然，两国教育观念、体制安排都强化了各自的趋势。比如国内学校最强调的是价值是纪律，体现在评价学生的第一标准，就是服从安排。客观来说，这对中等程度的学生是最有利的，因为所有的教学进度、安排都是根据他们的节奏在进行，中等学生是从服从纪律中最获利的群体。英美体制最适合领先的学生，领先的学生总可以找到适合自己的班级、课程进度，不断找到和自己程度相当的同学一起上课，中等学生？天佑自助者。两种体制已经被比较滥了，我就不赘言了。在这里只是证明一下，环境的确对能力发展起来阻碍或促进作用。