外语教学中的年龄因素问题探究  

An Investigation into the Age Factor in Instructional Foreign Language Learning

作　　者：马小晅 MA Xiaoxuan(Department of General Education,Fuzhou Software Technical Vocational College,Fuzhou 350012,China)

机构地区：[1]福州软件职业技术学院公共基础部,福建福州350012

出　　处：《福建商学院学报》2024年第5期95-100,共6页Journal of Fujian Business University

摘　　要：外语教学低龄化的现象引发了人们重新审视“越早=越好”的观点,这一观点的背后可能是由于一些概念的混淆,如“二语”和“外语”、“习得”与“学习”、“关键期假说”等。对于这一观点的论证主要从三个维度进行:外语学习的初始速度、长期成就和类似母语的熟练程度。事实证明,除了生物学的年龄因素外,在课堂环境中存在许多与年龄不可分割的其他因素会影响外语学习。因此,“越早=越好”的观点有待商榷,对于年龄能否作为外语学习成功预测的决定性因素尚不能盖棺定论。The younger-age trend in foreign language teaching has caused people to re-examine the view that“the earlier equals the better”,which may be due to the confusion of some concepts,such as“second language”and“foreign language”,“acquisition”and“learning”as well as“critical period hypothesis”.The argument of this view is carried out from three dimensions:the initial rate of foreign language learning,long-term achievements and native-like proficiency.It has been proved that,besides the age factor of biology,there are many other factors that are inseparable from age in the classroom environment,which will affect foreign language learning.Therefore,the view that“the earlier equals the better”remains to be discussed,and it is still inconclusive whether age can be used as a decisive factor in predicting the success of foreign language learning.

关 键 词：外语教学 年龄 二语习得 关键期假说 

分 类 号：H319.1[语言文字—英语]