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題 名 | Critical Period Hypothesis and Its Implications for Taiwan's English Education=語言學習關鍵期及其對臺灣英語教育之意涵 |
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作 者 | 陳興梅; | 書刊名 | 中華技術學院學報 |
卷 期 | 36 2007.06[民96.06] |
頁 次 | 頁533-549 |
分類號 | 805.1 |
關鍵詞 | 語言學習關鍵期; 年齡因素; 第二語言之習得; 英語教學; Critical period; Age factor; Second language acquisition; English teaching; |
語 文 | 英文(English) |
中文摘要 | 語言學習之關鍵期近年來在第二語言學習研究的領域中一直是個熱門的題目,且廣泛地被用來解釋學習者之年齡及學習成果間的反向關聯。然而,已有許多研究的結果顯示,只有在自然習得之語言環境中,年幼者的優勢才能展現。本文藉著文獻回顧及一份對30位目前正就讀於一美國大學教育研究所博士班之臺灣學生所做的問卷調查之結果,說明年不應為全國英語教育政策制定之唯一考量。增進教學品質,提供符合學習者程度與需求之課程及提升學生的學習動機與興趣才是負責國家英語教育發展者之最應重視之處。 |
英文摘要 | Critical Period Hypothesis (CPH) has been a popular topic in the research of the second language acquisition and has been widely adopted as a common sense to explain the negative correlation between the age and the achievement of the learner. However, previous studies on CPH have demonstrated that the advantages of the earlier starters exist only in a naturalistic environment. By presenting a literature review and the results of a survey conducted to 30 Taiwanese students enrolled in a Ed. D program at and University in the south of the U. S., the author suggests that the age factor should not be over emphasized and taken as the most important consideration in the making of the national English policy. Instead, to improve teaching quality, to provide a well-designed curriculum with appropriate materials for learners a different proficiency levels, and to raise students’ motivation and interest in learning should be the major concern for those who are responsible for the development of the English education in Taiwan. |
本系統中英文摘要資訊取自各篇刊載內容。