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題 名 | On the Appropriateness for Introducing an Early-Start English Curriculum at the Primary Grades in Taiwan=從「語言學習愈早愈好」之迷思(myth)分析研究臺灣國小英語教學之適切性 |
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作 者 | 余明忠; | 書刊名 | 國民教育研究學報 |
卷 期 | 10 2003.03[民92.03] |
頁 次 | 頁1-43 |
分類號 | 523.418 |
關鍵詞 | 關鍵時期假設; 情感因素; 認知發展; The critical period hypothesis; Affective domain; Cognitive development; |
語 文 | 英文(English) |
中文摘要 | 臺灣去年正式施行的九年一貫課程要求國小五年級學生必須接受英語教育,此一政策的施行與般廣為大眾採信的「學習語言愈早愈好」的觀念有密切的關係,本文的目的在於從學理性與實證性研究兩大面向來探討語言學習是否真的是愈早開始愈好。就學理性角度言言,將就神經語言學、情感因素、認知能力等三方向來探究;就實證性角度而言,則將參酌大量研究發現來檢驗學理之推論。結果顯示雖然學理性研究似乎偏向支持「愈早愈好」的學習立場,但實證性研究卻證明青少年比國小兒童有更佳之學習效果。因此,現在既然我們已全面性讓國小孩童接受英語教育,我們至少該對外語學習過程有較正確的認識,以優能設計出最能幫助國小學童學好英語之課程。 |
英文摘要 | To catch up with the global trend of promoting English education, a comprehensive English education program has been implemented to the fifth graders in elementary school since 2001 in Taiwan. Advocates of this policy often bases their argument on a strong conviction that younger children are superior to older children and adults in acquiring a second language. The aim of this paper is to discuss if 'the younger the better' belief is indeed true so that, under the extant educational environment of Taiwan, it can serve as a strong theoretical foundation for promoting an elementary English curriculum at the primary grades. The discussion of this issue will draw on neurological, cognitive and affective factors that are commonly considered highly related to second language learning. More factors that are commonly considered highly related to second language learning. More importantly, in addition to these theoretical discussions, the findings of many empirical studies on the age issue will be reviewed to shed further light on our better judgment of whether an early start stand can be considered appropriate. Since the new language policy asks students to start learning English at the primary grades rather than wait until they attend junior high school, the main focus of the discussion in this paper will be on the comparison of adolescent and preteen learners. This paper will then discuss the problem of Taiwanese students' poor English competence from the perspective of the widely seen teaching practive in this country. Finally some implications and suggestions about how to make this new language policy work will be provided in order to best assist our students in learning English well. In so doing, hopefully the present paper not only can provide a better understanding of the appropriateness for introducing an English curriculum in elementary school, but may present a fuller picture of the complex nature about how a second language is acquired. |
本系統中英文摘要資訊取自各篇刊載內容。