二语习得“关键期假说”的研究对英语教学的启示

The Enlightenment of SLA’s “Critical Period Hypothesis” to English Teaching

摘要: 对于二语的学习，是否处于“关键期”这个问题，学界争论颇多，但至今仍无定论。“关键期”学说的拥护者认为学习一门外语愈早愈好。到了一定年龄，就再也没有超越母语水平的可能；然而，反对这一观点的人却认为，年龄对于二语习得并不重要，而且对二语学习者的影响也不大。不同年龄阶段的学生在二语习得中所占的优势也不尽相同。无论这类问题最终会产生什么样的后果，我们都应该在前人研究成果的基础上，适当地吸收有益因素，才能更好地发展语言。本文从何谓“关键期”这一角度出发，通过比较中外学者对“关键期”这一研究结果的异同，希望能为中国外语学习者提供一些启示。

Abstract: In the field of second language acquisition, whether there is a critical period has been a hot topic among the researchers, and there is still no exact conclusion. Supporters of the Critical Period Hypothesis hold that the earlier a second language is learned, the more likely it is to acquire it. It is not possible to reach the level of the mother tongue beyond a certain age; however, opponents argue that age is not a decisive factor in SLA and will not adversely affect SLA. There is a difference in the advantages of different ages in the study of second language. Regardless of the conclusion of this issue, we should reasonably absorb the favorable factors on the basis of previous studies, so as to promote the development of English education in China. This paper introduces what is the critical period hypothesis firstly, and then compares different research results at domestic and abroad, so as to put forward the enlightenment to English education in China.