英语专业毕业论文1-Introduction

滨州医学院毕业论文11IntroductionTheworldisdevelopingatanastonishingspeedandthecommunicationespeciallythecross-culturalcommunicationbecomesmoreandmorefrequent.Therefore,bilingualormultilingualeducationhasappearedanddevelopedinmanypartsoftheworldforyears.InChina,anincreasingnumberofpeopleindifferentages,differentgendersbeginlearningforeignlanguages,especiallyEnglish,onaccountofthereformandopeninguppolicy,whichacceleratesthecommunicationandrelationsbetweenChinaandothercountries.Inparticular,moreandmoreattentionhasbeenpaidtotheEnglisheducationinprimaryschools.Inthecircleoflinguistics,representativeresearchersathomesuchasGuiShichun,publishedhisPsycholinguistics.Hequestionedthepopularconceptof“theyounger,thebetter”andfurtherproposedthatwithoutqualification,Englishlearninginprimaryschoolswasnotrecommended.ProfessorHuZhuanglinheldthatEnglishcoursesshouldnotbesetupinprimaryschoolsbeforetheproblemoftheshortageofqualifiedteachersissettled.Recently,in2003,basedonanempiricalresearchofthequalificationofEnglishteachersinGuangdongprovince，ProfessorDongYanpingproposedthatourmainconcernshouldbetheteacherstrainingprograms.Apparently,linguisticresearchersonthestudyofEnglisheducationforchildrennowdwellmainlyontheactualeconomicconditionandtheeducationalsystemofChina.Instead,theCriticalPeriodHypothesis(CPH)ofchildrenisseldomemployedbytheresearchers.Incomparisonwithadults,childrenhavetheirowncharacteristicsinseveralaspects,forexample,therelativityofcorrectnessinpronunciation.Inspiredbytheprecedingachievementsmade,takingintoaccountthecurrentstudysituation,thisthesisusesCPHandcorrelationalresearchestointegrateandsummarizesomepiecesofadvicewhichareinevitablyhelpfulforEnglishacquisitionofchildren.滨州医学院毕业论文2ThethesisbeginswiththegeneraldescriptionofCPHandSecondLanguageAcquisition(SLA)thatwillbereferredtothroughthisthesis.Byutilizingthephysiology,sociology,cognitivepsychologyandsomeconvictiveexperiments,thecentralpartofthisthesisgivesawholeviewofchildren’ssuperioritiesandoffersthecorrespondingsuggestionsinlearningasecondlanguage.Finally,thethesisdrawstheconclusionthatchildrenaregoodlearnersinlearningasecondlanguage.Basedonthesuperioritiesofchildreninlearninglanguages,properandcorrectmethodsshouldbeadoptedtomakeforeignlanguagelearningofchildrenmoreeffectiveandscientific2TheCriticalPeriodHypothesisandSecondLanguageAcquisitionTheforeignlanguagelearningofyoungchildrenisoftenbasedontheCriticalPeriodHypothesis.ThisparttellsabouttheoreticalbackgroundoftheCriticalPeriodHypothesis,outlinesthetheoreticalframeworkofCPHandclassifiesthedefinitionofsomekeyitemsrelatedtothetheoryofCPH.2.1TheGeneralDescriptionofCriticalPeriodHypothesis(CPH)Asaninterdisciplinaryconcept,theCPH,originatesfromthebiology.Lorenzdiscoveredthattheducklingsofgoslingsthinkofanymobileobjectsastheirmothersduringthespaceof8-9hourssincetheyaregivenbirthto.Butsuchphenomenon,imprinting,willdieawayafter30hours.In1950s,Penfield,aneurolinguistist,accordingtothestudyofaphasiaofchildren,putforwardthatthechildren’sabilityinlearninglanguageiscloselyrelatedtothegrowthofbrain.In1960s,Lenneberg,apsycholinguistist,furtherdevelopedthatviewpointandfirstlyformally滨州医学院毕业论文3advancedthefamousCPHinhisbookTheBiologicalFoundationofLanguage.AccordingtoLenneberg,thebiologist,thecriticalperiodlastsuntilpuberty(aroundage12or13years).Thatleadstoaheateddiscussionamongalargenumberofdomesticandforeignresearchersfromdifferentdisciplinesdifferentperspectives.Thediscoveryof“wolfkid”and“pigkid”,tosomeextent,providesthepowerfulfactsforthehypothesis.Manyscholarsalsomademanystudiesandexperimentswhichshowedthatthereweresomeevidencestosupportthatchildrenoftheearlybeginningofasecondlanguagewilleventuallyreachahighlevel,andtherearenoempiricalevidencestothecontrary.2.1.1TheDefiningofCriticalPeriodHypothesis(CPH)Ingeneral,acriticalperiodisalimitedtimeinwhichaneventcanoccur,usuallytoresultinsomekindoftransformation.Indevelopmentalpsychologyanddevelopmentalbiology,acriticalperiodisaphaseinthelifespanduringwhichanorganismhasheightenedsensitivitytoexogenousstimulithatarecompulsoryforthedevelopmentofaparticularskill.Iftheorganismdoesnotreceivetheappropriatestimulusduringthiscriticalperiod,itmaybedifficult,ultimatelylesssuccessful,orevenimpossible,todevelopsomefunctionslaterinlife.TheCriticalPeriodHypothesisclaimsthatthereisanideal'window'oftimetoacquirelanguageinalinguisticallyrichenvironment,afterwhichfurtherlanguageacquisitionbecomesmuchmoredifficultandeffortful.Itstatesthatthefirstfewyearsoflifeisthecrucialtimeinwhichanindividualcanacquireafirstlanguageifpresentedwithadequatestimuli.Iflanguageinputdoesn'toccuruntilafterthistime,theindividualwillneverachieveafullcommandoflanguage—especiallygrammaticalsystems.2.2TheSecondlanguageAcquisition(SLA)滨州医学院毕业论文4Overalongperiodoftime，manyresearchersoflanguageignorethedifferencesbetweensecondlanguageandforeignlanguage,orevenregarditunnecessarytomakesuchadistinction．However,infact,itisafundamentalissueconcerningtheorientationoftheEnglishLanguageTeachingEnglishinChina．SLAandFLL(ForeignLanguageLear