克拉申二语习得理论对幼儿英语启蒙的教学启示——以《牛津树》为例  

The Implications of Krashen’s Second Language Acquisition Hypothesis for the Teaching of English Enlightenment in Young Children—Taking Oxford Reading Tree as an Example

作　　者：傅佳楹 

机构地区：[1]绍兴文理学院,浙江 绍兴

出　　处：《创新教育研究》2022年第11期2883-2887,共5页Creative Education Studies

摘　　要：3~6岁是语言发展黄金期,适合第二语言的习得,但是众多现实因素干扰了国内幼儿的英语启蒙的成效,本论文将从一语习得与二语习得的对比出发,从克拉申的二语习得理论视角探讨如何有效地利用《牛津树》分级读物(以L1入门级为例)进行3~6岁幼儿的英语启蒙,以期为中国家长或幼儿英语教师提供有意义的参考。3~6 years old is the golden age of language development, which is suitable for second language acquisition. However, many practical factors have interfered with the effectiveness of English enlightenment for young children in China. This paper will start from the comparison of first language acquisition and second language acquisition, and discuss, from the perspective of Krashen’s second language acquisition hypothesis, how to effectively use graded reading materials Oxford Reading Tree (taking L1 entry level as an example) to enlighten 3~6 years old children in English. The paper is expected to provide a meaningful reference for Chinese parents or preschool English teachers.

关 键 词：第二语言习得 二语习得理论 英语启蒙 《牛津树》 

分 类 号：G612[文化科学—学前教育学]