(2012年优秀毕业论文)120080201227_叶翠_关键期假说对中国英语专业学生英语水平的影响

闽江学院本科毕业论文(设计)题目AStudyontheInfluenceofCriticalPeriodHypothesisontheEnglishLevelofChineseEnglishMajors学生姓名叶翠学号120080201227系别外语系年级08级专业英语教育指导教师林庆英职称讲师完成日期2012年5月18日闽江学院毕业论文（设计）诚信声明书本人郑重声明：兹提交的毕业论文（设计）《AStudyontheInfluenceofCriticalPeriodHypothesisontheEnglishLevelofChineseEnglishMajors》，是本人在指导老师林庆英的指导下独立研究、撰写的成果；论文（设计）未剽窃、抄袭他人的学术观点、思想和成果，未篡改研究数据，论文（设计）中所引用的文字、研究成果均已在论文（设计）中以明确的方式标明；在毕业论文（设计）工作过程中，本人恪守学术规范，遵守学校有关规定，依法享有和承担由此论文（设计）产生的权利和责任。声明人（签名）：2012年5月17日摘要对于儿童期开始学习外语是否比少年、成人期开始学习外语更具有优势，关键期假说在二语习得领域究竟有多少解释力，语言研究者和外语教学界长期以来没有达成共识。因此，本文试从英语专业学生的英语水平与其学习英语的起始年龄的关系角度来研究关键期对中国英语专业学生英语水平的影响，探讨了以下两个问题：（1）是否在关键期内开始学习英语会不会影响英语专业学生的英语综合水平？（2）是否在关键期内开始学习英语会不会影响英语专业学生的口语水平？该研究通过问卷调查从闽江学院外语系大三、大四两个英语专业年级的学生中筛选出322名受试，并根据他们的初始英语学习年龄（小学学习者、初中学习者）将其分成两组比较各自的综合英语水平和口语水平。然后，对所收集到的两组调查数据进行了定量分析比较。研究结果表明是否在关键期内开始学习英语对英语专业学生的英语水平有一定的影响。因此，本研究在一定程度上证明了关键期假说在中国外语学习环境中的可行性，这对二语习得领域的研究是一个有意义的补充。关键词：关键期假说；英语专业学生；英语水平；起始年龄AbstractTherehasbeenaheateddebateamonglinguistsandresearchersontheCriticalPeriodHypothesisandonwhetherchildrenhaveabsoluteadvantagesoverteenagersandadultsinsecondlanguageacquisition.Therefore,thisthesissetsouttoexploretheinfluenceoftheCriticalPeriodHypothesisontheEnglishlevelofChineseEnglishmajorsthroughtherelationshipbetweentheEnglishlevelandtheageonsetofEnglishlearningofEnglishmajors.Itmainlydiscussesthefollowingtwoquestions:(1)WhetherstartinglearningEnglishwithinthecriticalperiodwillinfluencethecomprehensiveEnglishlevelofEnglishmajors?(2)WhetherstartinglearningEnglishwithinthecriticalperiodwillinfluencetheoralEnglishskillsofEnglishmajors?Byvirtueofaquestionnairesurvey,322subjectswerefirstselectedfromthejuniorsandseniorsofEnglishmajorsinForeignLanguageDepartmentofMinjiangUniversity.ThentheselectedsubjectsweredividedintotwogroupsaccordingtotheageonsetofEnglishlearning(elementaryschoolstarters,secondaryschoolstarters)soastocomparetheircomprehensiveEnglishlevelandoralEnglishskills.Atlast,quantitativeanalyseswereemployedtointerpretthecollectedstatistics.Asisshownbytheresultsofthestudy,thereiscertaindifferencebetweentheEnglishlevelofstudentswhostartedEnglishlearningwithinorafterthecriticalperiod.Thus,thisfindinglentsomesupporttotheapplicabilityofCriticalPeriodHypothesisintheforeignlanguagelearninginChina,whichisameaningfulsupplementfortheresearchinthesecondlanguageacquisition.Keywords：TheCriticalPeriodHypothesis;Englishmajors;Englishlevel;onsetageContents1.Introduction.......................................................................................(1)2.LiteratureReview..............................................................................(1)2.1TheCriticalPeriodHypothesis.........................................................................(1)2.2RelevantStudiesonCriticalPeriodHypothesis................................................(2)2.2.1StudiesAbroad..........................................................................................(2)2.2.2StudiesHome............................................................................................(3)3.TheCurrentStudy.............................................................................(4)3.1ResearchQuestions...........................................................................................(4)3.2QuestionnaireDesign........................................................................................(5)3.3Method..............................................................................................................(5)3.4Subjects............................................................................................................(5)4.ResultsandAnalyses..........................................................................(6)4.1ComparisonofComprehensiveEnglishLevel.................................................(6)4.2ComparisonofOralEnglishSkills..................................................................(8)4.3ComparisonofPersonalViewsontheCriticalPeriod'sInfluence....................(10)5.Conclusion..........................................................................................(12)5.1ConclusionsoftheStudy................................................................................(12)5.2LimitationsandRecommendations................................................................(12)References..............................................................................................(14)Appendix................................................................................................(15)Acknowledgements................................................................................(16)1AStudyontheInfluenceofCriticalPeriodHypothesisontheEnglishLevelofChineseEnglishMajors1.IntroductionWiththeincreasingnumberofEnglishlearners,manypsychologists,appliedlinguistsandeducatorsshowgreatinterestinthestudyofeffectsofageonsecondlanguageacquisition.Theyhavespentagreatdealoftimeontheresearchoftherelationshipbetweenagefactorandsecondlanguageacquisitionfromvariousaspects.However,theresultsarenotinagreement,evenc