从关键期假说角度谈中国大学英语教育“高投入低产出”现象——以大学四六级考试为例

A Study on the “High Input But Low Output” Phenomenon of College English Education in China from the Perspective of the Critical Period Hypothesis—Taking the CET4 and CET6 as an Example

摘要: 近年来，在二语习得研究领域，学者们对关键期假说一直争论不休。关键期假说的提出者Lenneberg认为大脑会发生边化，语言学习在大脑完成边化之前效果最好。英语是一门国际通用语言，中国一直以来都重视英语教育，然在中国“高投入低产出”的英语教育现象屡见不鲜，尤以大学公共英语见著。本文拟从关键期假说角度出发，以大学四六级考试为例，结合高等教育的目的，分析中国大学英语教育“高投入低产出”现象，探索基础英语教学是否应该在大学阶段前完成的假设。

Abstract: In recent years, the Critical Period Hypothesis has been debated by scholars in the field of second language acquisition research. Lenneberg, the proponent of the Critical Period Hypothesis, believes that the brain undergoes lateralization, and that language learning works best before the brain completes lateralization. English is an international language and China has always attached importance to English education, but the phenomenon of “high input but low output” in English edu-cation is common in China, especially in college English. In this paper, the author proposes to analyze the phenomenon of “high input but low output” in English education in China from the perspective of the Critical Period Hypothesis, taking the College English Test Band 4 and 6 (CET4 and CET6) as an example and combining with the purpose of higher education, and explore the hypothesis of whether basic English teaching should be completed before the university.