二語習得中的年齡因素

Age Factor in Second Language Acquisition

摘 要：本文從中國英語教學的角度出發，論述了關鍵期假設理論在耳語習得中的重要性，指出年齡因素是耳語習得的不可忽視的因素。

關鍵詞：二語習得；關鍵期假設；年齡因素

[中圖分類號]：G633.41 [文獻標識碼]：A

[文章編號]：1002-2139（2012）-24--02

Introduction

It seems widely accepted that children outperform adults in language learning with great facility and minimal effort. Hence， the idea that early age is a major factor in native–proficient second language acquisitions is considered as the popular belief. That is the main reason why very time adult learners see a child who speaks a foreign language fluently， the learners regret not having started learning the foreign language earlier because the learners' speech necessarily involves a foreign accent. But relevant questions arise that is age the major factor in second language acquisition （SLA）？ Or is learning second language impossible for adult learners？ Considering the development of the theories relating age to language development， the popular belief mentioned above turns out arguable.

The Critical Period Hypothesis （CPH）

As mentioned above， many researchers and their finding focus on CPH and that in L2 education.

Based on the concept of brain plasticity and the research of children and adults’ ability to regain speech following injury to the left hemisphere， Penfield and Roberts （1959， cited in Ellis， 1999） first argued that a child’ brain has a specialized capacity for learning language and the capacity decreases with the passage of years. By researching evidence on age， and recovery related to brain， Lenneberg （1967， cited in Ellis， 1999） and later Bickerton （1981， cited in Brown， 2002） further developed the theory and “made strong statements in favor of a critical period before which and after which certain abilities do not develop” （Brown， 2002， p.53）. To be specific， those who agree on CPH believe that “a critical point for second language acquisition occurs around puberty， beyond which people seem to be relatively incapable of acquiring a native-like accent of the second language” （Brown， 2002， p.53）.

As we all know， since CPH was introduced into the area of SLA， the debate has never stopped. There are no easy answers on the CPH

Practical implications in China

Chinese are non-native English speakers and to be more specific， only a small part of them are EFL speakers. China is a nation with large population. Even today when English plays such an important role and is highly promoted， in China， however， only better educated people speak English in their work and life. In some underdeveloped areas， mostly in countryside， the effect of English teaching and learning is far less than satisfactory mainly due to the imbalance of economic development. Many schoolchildren even haven’t necessary language teaching appliances， let alone qualified English teachers. In contrast， in cities， English teaching has already become a vital part of national education system. Nowadays， a non-English major in college have to take at 13-year-long systematic English lessons before his or her graduation from college. That means a primary school student has to start the journey of English learning at the age of 10. In Shanghai， English teaching is required even at the very beginning of the formal school education. What’ more， if the kid gets preschool education in a bilingual kindergarten， the English learning course will be prolonged another 2 or 3 years. It seems that the earlier English education starts， the better outcome English learners may finally get. But is age the most crucial factor in English acquisition in China？

First， since most English learners in China stand little chance to attain the native-like English proficiency， especially the authentic pronunciation， it might be unnecessary to carry out English education at children’s early age. Due to the lack of good ESL environment and the deficiency of qualified teachers， the application of English education at the preschool stage in China needs more considerations. But if situation permitted， it should not be later than puberty. For children then have established their L1 system and achieved a comparatively higher level of cognition as well as greater interests in imitation and better memory， but with less sense of inhabitation and negative attitudes toward foreign language learning ， they are likely to outperform adults learners.

Second， it is difficult to derive a simple conclusion for adult foreign language learning from the complicated results because most results are reached by different methods. We might well help them build up proper attitudes and find suitable approach to language learning. Since adult learners enjoy mature logic thinking ability， they can better manage their English learning. Besides， adult learners should not give up native-like naturalness. Conversely， once learners accept the idea of the critical period， they should not stick to the view that a native-like pronunciation is essential for their communicative skills.

Finally， though the difference between ESL and EFL truly exists， language teachers should also make every effort to arrange the most effective learning environment which enables the students to activate their fully developed cognitive skills in both natural and classroom settings. That is always of no controversy.

Conclusion

Considering age factor from a variety of points of view， we arrive at a variety of conclusions. “While various explanations of the age relationship have been proposed， the idea that there exist biological constrains on SLA currently seems the most tenable one at present” （Larsen-Freeman Long， 2000， p.166）. As for the practical implication， it depends on specific situations， which requires further research and study by language teachers and researchers.

References ：

1、 Brown， H.D. （1995）. Readings on second language acquisition. New Jersey： Prentice Hall.

2、 Brown， H.D. （2002）. Principles of Language Learning and Teaching （ 3rd Ed）. Beijing： Foreign Language Teaching and Research Press.

3、 Hakuta， K. （1999）. A critical period for second language acquisition？ A status review. Paper written for the National Center for Early Development and Learning. World Wide Web： http//www.standford.edu/hakuta/Docs/Critical Period. PDF.

4、 Lightbown， P.M. Spada， N.（2001）. English language teaching in its social context. London： Routledge.

5、 Ellis， R. （1999）. The study of second language acquisition. Shanghai： Shanghai Foreign Language Education Press. （Original work published 1994）

6、 Larsen-Freeman， D. and Long， M. H. （2000）. An introduction to second language acquisition research. Beijing： Foreign Language Teaching and Research Press. （Original work published 1991）

7、 Littlewood， W. （1998）. Foreign and second language learning. Cambridge： Cambridge University Press.