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The Enlightenment of Critical Period Hypothesis of Second

发表时间：2020/7/13 来源：《新纪实》2020年第3期作者：陈晓文

[导读] This paper aims to show that age is not the decisive factor in Second Language Acquisition. Based on the theoretical study of the critical period hypothesis, it adopts questionnaire method to explore

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                海南师范大学外国语学院海南海口 571127

        【Abstract】This paper aims to show that age is not the decisive factor in Second Language Acquisition. Based on the theoretical study of the critical period hypothesis, it adopts questionnaire method to explore the relationship between age and English acquisition level. On this basis, it makes a comparative analysis of the characteristics of different age groups in the process of second language acquisition from various aspects of language learning. The results of investigation and analysis show that to some extent, age has a significant impact on the development of pronunciation, speaking and listening of learners, but the acquisition of reading, translation and writing has little to do with age. According to the results, this paper puts forward the enlightenment to the early English education in China.
        【Key words】Critical Period Hypothesis；Empirical investigation；early English education
        Introduction
1.        Since the critical period hypothesis of language acquisition was put forward, it has been questioned and paid much attention by academia. Although this theory is controversial, early English teaching in China is deeply influenced by it, and the younger age has become one of the trends of foreign language education in China. In fact, age is not the only factor that affects English learning. It will play a positive role in the development of early English teaching in China to treat the critical period hypothesis correctly and pay attention to the other influencing factors.
        Critical period hypothesis of second language acquisition
2.        The critical period of language acquisition refers to a period when people can learn a language easily and quickly. It is easier for people to acquire language in this period than in any other period. It was Wilder Penfield (1959), a famous neurosurgeon, who first proposed this view. Lennberg (1967) first proposed the “ critical period hypothesis of second language acquisition”. According to the hypothesis, individuals are in the developmental stage of physiology and psychology, and their brain has strong plasticity before puberty, so it is easier to acquire second language. However, when an individual is mature, the brain gradually loses its plasticity, so it is more difficult to acquire second language.
        Empirical investigation
3.        Based on the data from the questionnaires, if children began to learn English from the third grade of primary school, a considerable number of their speaking and comprehensive abilities are likely to reach a higher level in adult stage. On contrary,if children began to learn English too early or too late, the possibility is much smaller.
        Comparative analysis of SLA between children and adults
4.        4.1 Analysis from the aspect of speech acquisition
        The acquisition of speech is often influenced by the environment and mother tongue, so children and adolescents have more advantages than adults. First of all,children, teenagers and adults are quite different in physiology: the younger they are, the stronger their brain plasticity, their vocal organs and muscles are not yet shaped, their imitation ability is strong, and they can learn pure pronunciation. Secondly, strong imitation ability makes children more easily accept external information. They have obvious self-expression consciousness, which makes them dear to speak English. Thirdly, adults have mastered their mother tongue before they acquire a second language. They are more likely to be influenced by their mother tongue pronunciation habits than children.
        4.2Analysis from the aspect of grammar acquisition
         Generally speaking, adults have certain advantages in the acquisition of second language grammar, and their acquisition effects is better than that of children. First of all, adults prefer analytical and explicit learning style and their metalanguage awareness is more acute than that of children. Therefore, in grammar acquisition, adults can more easily summarize and master the internal grammar law of the second language, and can use rules to improve the speed of grammar learning, so adults can learn faster. Secondly, when adults start to learn a second language, they will learn faster than children in the initial stage by using their mother tongue and consciously learning grammar.
        4.3Analysis from lexical and syntactic acquisition
        Adult learners have advantages in the understanding of grammar system and vocabulary of world knowledge and language learning. First of all,adults have a relatively complete language foundation, knowledge structure and relatively mature analysis, logic and associative memory ability. Secondly, adults have rich experience, they are better at using language communication strategies, they can use appropriate language according to the specific language environment, and they can use its internal laws to analyze language, so as to improve the accuracy, correctness and fluency of conversation.
        Enlightenment to Early English Teaching
5.        5.1 Avoid letting children get English education too early
        Foreign language learning is not the same as mother tongue learning. Foreign language learning should be carried out passively, consciously and overtly in the classroom after these organs are mature. Second language acquisition is actually a process of cultural acquisition. A good cultural environment can effectively promote second language acquisition. Chinese and Western cultures are quite different. If children are allowed to learn a foreign language too early, they will not be able to distinguish between foreign culture and local culture.
        5.2 Avoid neglecting other factors that affect the level of SLA
        Krashen (1985) believed that if students have strong motivation, appropriate anxiety and strong self-confidence, there will be fewer obstacles in their brain and weak emotional filtering. Therefore, teachers should actively create a comfortable learning atmosphere, reduce the psychological pressure of students as much as possible, give more affirmation and encouragement to students, help them find out some measures to reduce anxiety, and create equal and harmonious relationship between teachers and students.
        5.3 Focus on developing children’s interest in learning English
        In early English education, teachers can not ask children to master grammar knowledge or words or sentences, but to stimulate children’s interest in learning English imperceptibly. Children are in the stage that various organs are developing rapidly, especially the nervous system and brain tissue are constantly developing. Children in this stage are likely to express, are good at imitation, and have less psychological burden. Therefore, teachers should use interesting and creative teaching methods to create a relaxed learning atmosphere, stimulate children’s interest in learning English, and let them learn English naturally in a happy environment.
        Conclusion
6.        Based on the above theoretical analysis and empirical survey, the author believes that English education in the basic stage should start from the primary school, not be postponed to the junior middle school. Because most of the students have passed the critical period of language acquisition and lost some terms of advantage for natural language acquisition at that time, which will bring more difficulties to second language acquisition. Early English education in China should begin from the third grade of primary school. Because at this time, students’ mother tongue acquisition has been completed, and they have strong logical thinking ability.
        Bibliography：
        [1] Johnson, J. S., & Newport, E. L. (1989).Critical period effects in second language learning: the influence of maturation stale on the acquisition of English as a second language[J].Cognitive Psychology, 21, 60-99.
        [2] Krashen, S. D.(1985).The input Hypothesis：Issues and Implications[M]. New York: Longman.