正文部分lxz 合格.docx
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正文部分lxz 合格.docx
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正文部分lxz合格
OUTLINE
Abstract
KeyWords
.Introduction
.LiteratureReview
2.1.CriticalPeriodHypothesis
2.2.TheYoungAdvantageTheory
.SurveyofRelationshipBetweenAgeFactorandSLA
3.1.SubjectoftheSurvey
3.2.MethodandPurposeoftheSurvey
3.3.TheContentoftheQuestionnaires
3.4.TheResultoftheQuestionnaires
3.5.TheAnalysisoftheQuestionnaires
IV.AgeFactorsonEnglishTeachingInspiration
4.1.ForChildren,ToArouseInterest
4.2.ForAdolescent,ToEncourageandRespect
4.3.ForAdult,SuitableforClassroomTraining
V.Conclusion
Bibliography
中文标题、摘要、关键词
AgeFactoronSecondLanguageAcquisition
Author:
LiaoXiangzhi Number:
09680105Tutor:
LiMei
Abstract:
Thispapermainlydiscussestherelationshipbetweenageandsecondlanguageacquisitiontoexplorehowagefactoraffectssecondlanguageacquisition.Throughthesurveyamongstudentsofdifferentages,howagefactorsinfluencethelearnerscanbeeasilyfound.Thestudentswillhaveabetterunderstandingofsecondlanguageacquisition.Afterhavingknowntheinfluenceofageactorsonlearners,schoolteacherscanalsofindmoreeffectivewaysinteachingdifferentstudents.
KeyWords:
age;secondlanguageacquisition;teaching
I.Introduction
Ageisafactorthatwillinfluencetheeffectofalearner’ssecondlanguageacquisition,differentexpertsholdthedifferentviewsforalongperiod,buttheyoftengetdifferentresult.Theproblemwhetheritisnecessarytolearnsecondlanguageasearlyaspossiblehasgreatlyinfluencedourparents,ourteachers,andalsoourselves.Soitisveryurgenttosolvethisissuewhenandhowshouldwestarttolearnsecondlanguage.Theanswermustbefoundbyussoonerorlater.
Ifsecondlanguageeducatorscanunderstandhowagewillinfluencesecondlanguageacquisition,andtheadvantagesoflearnersofdifferentage,theycanmakesurewhenisthemostsuitabletimetobeginthecourse,andmakescientificandreasonableeducationplan.Besides,theycanadoptdifferentmethodstoteachlearnersofdifferentages,havedifferentemphasisonstudentsofdifferentages,andknowhowtohelpthelearners.Therefore,theirteachingwillbemoreefficientandsuccessful.
Byreviewingsomerelatedtheoriesanddoingsurveyamongstudentsofdifferentagestage(primarymiddleschoolstudentsanduniversitystudents),herearethethesisthataimstofindouthowagefactorinfluencesecondlanguageacquisition.
II.LiteratureReview
AgeisoneofthemostimportantaffectivefactorsinSLA.However,thereislittleagreementasforhowfarindividualsofthesameagegroupfollowalinearpatternoflanguageacquisition.Thequestionofhowdevelopmentalstagesinteractwithindividuallearningdifferencesisstillingreatdebate.
2.1.CriticalPeriodHypothesis
Ontheonehand,thecommonnotionisthatyoungerlearnershavecertainadvantagesoverolderlearnersinsecondlanguagelearning,particularlyinpronunciationandaccent(Ellis,2008;Larsen-Freeman,2008;Mayberry&Lock,2003).TherelationshipbetweenageandsuccessinSLA,thoughcomplexinnature,islinkedtotheCriticalPeriodHypothesis(CPH).Itisalsoknownas“thesensitiveperiod,”whichisdefinedas“theperiodduringwhichachildcanacquirelanguageeasily,rapidly,perfectly,andwithoutinstruction”(Richards&Schmidt,1945).
TheCPHsuggeststhataperiodoftime,betweenbirthandaroundtheagewhenachildenterspuberty,existsinwhichlearningasecondlanguagecanbeaccomplishedmorerapidlyandeasilythanfallingoutsideofthisperiodi.e.postpuberty(Larsen-Freeman&Long,2008).Forexample,Yamandaetal.(quotedinSingleton,1989)studied30Japaneseelementaryschoolpupilsofseventotenagesold.ThesestudentsdidnothaveanypreviousexperienceofEnglish.Theresearchersusedalistof40Englishwordsandrecordedtherateofsuccessofthestudents.Theirfindingwasthatolderlearnersperformedpoorly,i.e.theoldertheage,thelowerthescore.
2.2.TheYoungAdvantageTheory
Ontheotherhand,othersholddifferentperspectivesthatadultsnaturallyfindthemselvesinsuchsituationswithmorecomplexlanguageandmorecomplicatedideaswhereaschildrenlackinpressureandmaturityinSLAprocess.Basedonteachingprojectsandsecondlanguageimmersionprograms,Lightbownsuggestedthatolderlearnershaveahigherlevelofproblemsolvingandmetallinguisticabilitiesthanyoungerlearners,especiallytheirknowledgeaboutsyntaxandgrammaticalstructures.Inthe1970s,BurstallandhercolleaguesconductedthestudyincludingthreeagegroupsofpupilsfromselectedprimaryschoolsinEnglandandWales.Amongthe11yearsold,13yearsoldand16yearsoldstudents,theresultsindicatedthatolderstudentsdramaticallyachievedhigherscoreinlisteningandspeakingteststhantheyoungerones(quotedinBurstall,1970;Singleton,1989).
Fromthetwodifferentviewsandexamples,itisevidentthatageplaysagreatpartonsecondlanguageacquisition,thoughshowingdifferentadvantagesduringdifferentperiods.Childrenandadolescentsaregoodatimitation,possessgoodshort-termmemory,learnmoreflexibly,anddaretoexpressthemselveseffectivelyinalanguageenvironment.
Accordingtothisbelief,DunkelandPillet(quotedinSingleton,1989)comparedtheproficiencyinFrenchbetweenelementaryschoolpupilsandbeginningstudentsofFrenchfromtheuniversity.Theyfoundthattheyoungerlearners’pronunciationwasbetterthanthatoftheolderones.However,inbothwrittenandauraltests,theuniversitystudentshadbetterperformancethantheyoungerones.
Whileconsideringyoungerlearnersinlongrun,StephenKrashen(1979)hasputforwardthreeproposalsinthedomainofmorphsyntax,whichareasfollows:
(1)Adultsproceedthroughearlystagesofsyntacticandmorphologicaldevelopmentfasterthanchildren(wheretimeandexposureareheldconstant).
(2)Olderchildrenacquirefasterthanyoungerchildren(againtimeandexposureareheldconstant).
(3)Acquirerswhobeginnaturalexposuretosecondlanguagesduringchildhoodgenerallyachievehighersecondlanguageproficiencythanthosebeginningasadults.(quotedinSingleton,1989,117)
Tosumup,ageisoneofthecharacteristicsthatdeterminethewayinwhichanindividuallearnsthesecondlanguage.Thereareanumberofcontroversialissuesabouthowagerelatestosecondlanguageacquisitionandcriticalperiodhypothesis.
III.SurveyofRelationshipBetweenAgeFactorandSecondlanguageAcquisition
3.1.SubjectsoftheSurvey
Inthisstudy,ascalewasusedtomeasureasampleof120studentsselectedfromtheprimaryschool,middleschoolandcollege(A,B,C)byrandomlysampling,anddividethemintoA,B,CthreegroupsaccordingtothetimetheybegintolearnEnglish,thespecificsituationasfollows:
Firstthingtobedoneistomakesurethenumberandrangeofthestudents.AccordingtoCriticalPeriodHypothesis,wemustfinddifferentageofstudentstofinishthesequestionnaires.AndthecontentincludingwhentheystartedtolearnEnglishandthetimeoflearningEnglish.Hereisthechartthathelpsustoseethefirststepclearly.
Chart1TheAgeofTheStudentsBegintoLearnEnglish
andTheTimeTheyHavelearnedEnglish
TeamNumberofPeopleStartedAgeTheTimeofLearningEnglish
A120(66girls+54boys)5yearsoldfor3years
B120(80girls+40boys)5yearsoldfor8years
C120(90girls+30boys)11yearsoldfor9years
Asyoucanseefromthechart1,primaryschoolandmiddleschoolstudentsstartedtolearnEnglishnearlyatthesameageof5yearsold.
3.2.MethodandPurposeoftheSurvey
Giveaquestionnaireaccordingtodifferentageofstudentsinthesamegrade.Thestudentshavetofinishthepaperwithintenminutes.Afterthefulfillmentthequestionnaire,thepapersarehandedbackimmediatelyandaregraded.
ThepurposeofthesurveyismainlytoknowthesituationoftheinfluenceofagefactoronEnglishlearning.
3.3.TheContentoftheQuestionnaire(appendix1,2,3)
3.4.TheResultoftheQuestionnaire
Nowcomparethe3questionnairesofA,B,Cthreegroups(chart2).TherearesomeimportantpartsinEnglishlearningandherearesomerecordsofinvestigation,chart2ismainlyfromdetaillearningpartsofEnglish.Studentshavetotakeallkindstrainingclasstocometotheleveloftheirown.then,someschoolteachershelpsmebygivingmesomeexaminationpapersandmarkstoidentifywhichpartislearnedmoreeasilyandwhichisworse.Chart2ismadetohelpustounderstandthesituation.
Chart2TheAveragePercentofTheThreeGroups
TeamAuditionspeakingComprehensionWriting
A29.8%60%7.6%3.6%
B21%50%17.2%11.8%
C23%23%40%14%
Thischartprovesthatchildrenhavetheadvantageinspeakingandimitatingcomparedwithmiddleschoolstudentsandcollegestudents.However,collegestudentsaredoingwellinunderstandingandwriting.Exactly,thisresultsfittheYoungAdvantageTheory.
Chart3TheAnalysisofEnglishExamination
TeamTheHighestMarkTheLowestMarkPassRateExcellentRate
A513060%23%
B343045%21%
C483244%19%
ThischartismadetoknowtheEnglishexaminationsheldintheirschool,mostprimarystudentscanpasstheexaminationscomparedwiththelatterstudents.BecausetheirteachertoldmethatontheonehandchildrenhavealsolearnEnglishafterclass,likesomeinterestingtrainingschool,theyalsodecreasethedifficultyinthecontents.
3.5.AnalysistheQuestionnaireResult
Chart2andchart3showthatthescoresofthethreegroupisnotappearedtobemuchdifferentfromeachother.A,Btwogroupshavealittlea
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