从认知到社交：早期二语学习与幼儿发展的研究进展与展望

From Cognition to Social Interaction: Research Progress and Prospects of Early Second Language Learning and Preschool Children’s Development

摘要: 早期二语学习能否促进幼儿的全面发展，是发展心理学与语言心理学领域的核心议题之一。本综述从发展心理学视角出发，系统梳理了国内外关于幼儿早期二语学习发展的研究进展。在认知层面，已有研究揭示了二语学习对幼儿执行功能的促进作用，且这一效应受年龄和二语熟练程度调节；在情绪与社交层面，国际研究提示了二语学习的积极影响，但中国本土实证研究仍较为薄弱。当前研究存在“重认知轻情绪社交”、横断研究多而纵向追踪少、测量工具依赖西方范式、缺乏本土理论框架等问题。未来研究应拓展研究维度、改进研究方法、开发本土化工具并构建整合性理论模型。本综述旨在为早期二语教育的理论研究与实践决策提供心理学依据。

Abstract: Whether early second language acquisition promotes the holistic development of young children is one of the central issues in the fields of developmental psychology and psycholinguistics. This review systematically summarises recent research progress on early second language acquisition in young children from a developmental psychology perspective, drawing on both domestic and international studies. At the cognitive level, existing research has revealed that second language acquisition promotes executive function in young children, with this effect being moderated by age and proficiency in the second language. At the emotional and social level, international studies suggest positive effects of second language acquisition, yet empirical research within China remains relatively limited. Current research suffers from issues such as an overemphasis on cognitive aspects at the expense of emotional and social dimensions, a prevalence of cross-sectional studies over longitudinal tracking, a reliance on Western-based measurement tools, and a lack of indigenous theoretical frameworks. Future research should expand research dimensions, refine research methods, develop localised tools, and construct integrated theoretical models. This review aims to provide a psychological basis for theoretical research and practical decision-making in early second language education.