年龄因素对二语习得的影响_临界期假说实证 (1)

2021年龄对第二语言习得的影响与外语教学启发范文 在二语习得中，生理、认知、情感等几个因素影响着个体对第二语言的学习。

在众多因素中，年龄是人们常考虑到的一个生理因素。

关于年龄对二语习得的影响，普遍认为儿童时期比其它任何时期都更容易习得语言。

因为这段时期大脑的分化期还未结束，具有较强的可塑性和灵活性，所以学习者能快速而容易地吸收新的语言信息。

从社会心理学角度来看，儿童能象习得母语一样利用“语言习得机制”来学习第二语言。

与之相比，成年人对使用第二语言有一定排斥作用，他们往往不愿意练习所学的语言，结果很难达到母语的发音水平和流利程度。

二语习得者的年龄问题一直是研究者们争论的焦点： 一派认为学习第二语言越早越好，要从娃娃抓起；另一派则赞成晚点比较好。

这些反映出年龄因素的复杂性。

本论述将从以下几个方面谈谈年龄与第二语言习得。

1儿童与成人学习第二语言的差异 1.1生理因素 儿童的发音器官、肌肉还没有定型，可塑性强，模仿能力强，可以学习地道的发音：大脑尚未固定化，短时记忆能力强，长时记忆能力差，接受能力强。

智力还没有完全发育起来，有一定的归纳推理能力，但演绎推理能力差，不善于抽象思维，自我意识不强，自尊心不容易受到伤害，因此学习的主动性强。

而成年人，他们的发音器官、肌肉已经定型，模仿能力差些，不容易学到地道的发音：大脑已经定型，智力发育健全，演绎推理、抽象思维能力强；在第二语言学习中，能够充分概括和归纳，综合处理语言材料;自我意识强，自尊心容易受到伤害。

1.2心理因素 儿童在学习第二语言时处于一种无意识的学习状态，他们在学习过程中很少受到情感因素的影响，在不知不觉，毫无压力的条件下轻轻松松的接受一门新的语言。

而成年人随着社会意识和心理上的成熟，他们在运用外语时比较紧张，担心出错而闹出笑话。

这些不轻松的学习态度无形中给成年人的二语习得带来巨大压力，这也妨碍了认知过程对接触到的语言材料的处理。

也就是说在二语习得过程中，成人比儿童的学习态度更为消极。

年龄对第二语言习得的影响作者：桂西来源：《科教导刊》2011年第11期摘要影响第二语言习得的因素很多，年龄是其中的一个重要因素。

文章探讨了第二语言习得的年龄关键期问题、儿童与成年人第二语言习得的差异以及对于实际教学的启发。

中图分类号：H0 文献标识码：AThe Influence of Age on Second Language AcquisitionGUI Xi(Cross-cultural Cognitive and Personality Laboratory, Educational Science School,Xinjiang Normal Univesity, Urumqi, Xinjiang 830054)AbstractThere are many factors which can influence the second language acquisition, a critical factor that plays a part in that is age. In this article the critical period in SLA , the difference between child and adult in SLA, and its enlightenment to teaching was discussed.Key wordssecond language acquisition；age；critical period hypothesis第二语言习得是指“在自然的或指导的情况下通过有意识学习或无意识吸收掌握母语以外的一门语言的过程”（埃利斯，1985）。

在这里所涉及到的，主要是在教学情境下的第二语言习得。

近年来，人们对第二语言的学习日益重视。

年龄对第二语言习得的影响，是二语习得领域的焦点话题之一。

也可以说，年龄是影响第二语言习得的最明显、最直接的非智力因素之一。

论文导读：年龄是影响第二语言(兼指外语)习得效果个体差异的重要因素之一。

但也是长期以来困扰二语习得研究的一个问题。

到了1967年心理语言学家Lenneberg发展了这一观点, 提出了著名的语言学习的关键期假说(critical period hypothesis,或译作临界期假说):自然语言习得只能发生在关键期,即两岁到青春期之前。

关键词：二语习得，年龄，关键期假说1. 引言年龄是影响第二语言(兼指外语)习得效果个体差异的重要因素之一，但也是长期以来困扰二语习得研究的一个问题。

许多心理学家、应用语言学家和教育家用大量的时间从不同的角度,选择不同的对象研究年龄和第二语言习得的关系,但研究的结果并不一致。

论文检测。

尽管如此，年龄研究从未间断过，甚至成为当今二语习得领域的热点之一，原因在于二语习得年龄的研究具有重要的理论和实践意义，它不仅有助于探讨人类大脑认知之谜，更是直接关系到二语教学模式的选择和学习策略的定位。

本文试图综述二语习得年龄研究的主要发现，同时探讨这些发现对目前的外语教学有什么启发。

2. 关键期假说的研究很久以前人们就注意到，童年是学习语言,无论是习得母语还是学习外语的最佳年龄。

这种现象使得美国神经心理学家Penfield 于1959年提出“白板理论”,认为在婴儿出生时大脑皮层的某些区域具有固定的功能,但有一块皮层最后将用于语言和感觉,在早期可以运用这片空白区域进行语言学习,几种语言可以轻易地被同时习得,认为4-8岁是学习外语的最佳起始年龄。

到了1967年心理语言学家Lenneberg发展了这一观点, 提出了著名的语言学习的关键期假说(critical period hypothesis,或译作临界期假说):自然语言习得只能发生在关键期,即两岁到青春期之前。

关键期假说在二语习得领域引发了无数研究和争论，支持和反对的论据都有。

20 世纪 60年代末 70 年代初，这场激烈争论的焦点是围绕儿童学习外语是否比成人存在优势。

浅析影响二语习得的因素作者：李微来源：《大观》2015年第06期摘要：第二语言的习得是非常复杂的过程。

语言习得的过程被许多因素所影响，其中包括了学习者的动机和态度等。

而在整个过程中，这些因素之间也相互影响，相互制约，同时产生了不少的变量。

学习者之间这些因素的差异直接影响了其学习成果的差异。

因此，研究影响二语习得的因素，有助于教师更好地了解学习者，从而激发和培养学习者的学习兴趣。

关键词：二语习得；影响因素；学习者第二语言习得（Second Language Acquisition /SLA，简称二语习得），通常指母语习得之后的任何其他语言学习。

人们从社会、心理、语言学等角度去研究它。

第二语言习得研究作为一个独立学科，大概形成于二十世纪60年代末70年代初，已有35年的历史。

它对学习者的第二语言特征及其发展变化、学习者学习第二外语时所具有的共同特征和个别差异进行描写，并分析影响二语习得的内外部因素。

一、影响二语习得的因素（一）年龄人们通常认为年纪越小的外语学习者越容易达到接近本族语者的语言水平，而且这个观点也被临界期假设（Critical Period Hypothesis）所证明。

此假设认为在人类生命中的一段时期里，语言的习得是自然发生并无需通过努力的，过了这段时期以后，语言的学习再也无法达到之前所述的效果。

这一假设建立在神经生理研究的基础上。

青春期之前的儿童期大脑左半球的语言区如因意外事故受到损害，还会从左脑转移到右脑，恢复语言功能。

到了青春期，人的大脑语言的侧向已经完成，固定在大脑的左侧，语言功能一旦丧失很难恢复。

临界期假设对外语学习做了两个预测，一是必须赶在大脑语言功能的侧向完成之前学习口语；二是过了临界期，语言学习的速度减缓，学习的成效减弱。

Penfield和Roberts（1959）甚至认为语言习得的最佳时间是0岁-10岁之间。

尽管有关理论后续的研究，尤其是学习语言的确切的最佳年龄一直被一些语言学家怀疑，年龄对外语学习的重要影响毋庸置疑。

浅析二语习得中的年龄因素作者：赵坦来源：《科学与财富》2018年第22期摘要：年龄是二语习得中学习者个体差异的重要因素之一。

本文首先简要介绍了二语习得的研究现状，然后从不同角度探讨了年龄对二语习得产生的影响及原因，在此基础上指出儿童语言学习的优势，以及对成人外语学习的启发。

关键词：年龄；二语习得；启发许多因素能影响二语习得，其中年龄是重要因素之一。

然而，关于二语习得中年龄因素的研究结果并不一致，甚至产生了一些相互矛盾的结论。

无论研究者有没有一致的结论，差异在不同的年龄段中是明显存在的。

所以我们首先应该找出不同年龄段的特点，通过对比发现差异，并确定其产生的原因。

最后找出适当的解决方法使二语习得的进程更快。

一、二语习得的研究现状关于年龄与二语习得的关系，许多理论学家和应用语言学家做了大量的研究，但仍有许多争议。

尤其是关于临界期假说，20世纪60年代，Lenneberg提出了临界期假说（critical period hypothesis）。

他认为儿童在长到12岁之后，口音已定型，难以改变，学习语言必须花费更大力气，并且不可能学的像母语那样好。

[1]然而Krashen认为在时间和目的语的接触都相同的情况下成年人同样可以学好外语，而且如果学习和使用外语的时间相同，成年人比儿童进展更快，年龄大的儿童比年龄小的儿童学的更快。

[2]二、年幼的特点长期以来，外语学习起始年龄问题一直是外语研究者所讨论的热门话题之一。

其研究主要集中在语言学习中是否存在关键期问题。

虽然对“关键期假说”理论至今仍争论不休，对年龄因素如何影响语言习得至今无法达成共识。

但是大多数的研究者认为：在外语习得过程中，年龄小的比年龄大的学得好。

众多研究也表明儿童学习外语的优势主要表现在以下两个方面。

（一）儿童更容易习得接近母语的语音学习者年龄大小与第二语言发音的准确性以及口语的准确性有关。

通常在二语习得中儿童的语音比成年人的纯正、地道，更接近母语者的发音。

Age Factor in Second Language Aquisition1. IntroductionNowerdays, with the development of society and technology, our society has become more open. People, with different colors,who come from different countries and areas communicate with each other in various ways and methods. Language, of course, is one of the most important tools in our communication. As we all known, English is an international language in the whole world. Accordingly, in our country, English learning is very popular with not only students, but also the children, adults and even the retired old man. And according to many studies,age is one of the most important individual factors affecting foreign language learning, which is considered as a focus of applied linguistics and psycholinguistics. Almost all parents think that"Don't let their own children lose at the beginning. "In China,all the families believe that it is very important for the students to learn English in the childhood.And many parents even send their children to language schools at an early age in older to get a high score.In recent years,some scholars in China such as Gui Shichun, Wang Chuming, Dai Manchun, Dai Weidong have a heated discussion about the affection of age factors in foreign language teaching and learning. At the same time, the government have also paid more attention on English learning. Nowerdays,many reseachers have studied the factors affecting language learning, such as intelligence, aptitude, personality, motivation, attitudes, earner's preference, learner's beliefs and age of acquisition. But I just want to study the influence of age factor. Is it good enough for parents to let their children learn English at an early age? Do children have absolute advantages over adolescents and adults in second language acquisition? What are the respective advantages and disadvantages of children,adolescents and adults? With the above problems analyzed,this thesis focus on the influence of age factor on the Second Language Acquisition.2. Second Language Acquisition2.1 Definitin of Second Language Acquisition"Second language acquisition"refers to the subconscious or conscious processes by which a language other than mother tongue is learnt in a natural or a tutored or a classroom; it covers the development of phonology,lexis,grammar, pragmatics and other knowledge(Hu Zhuanglin,p.268). How children acquire their native languages and what is the relavance of this to foreign language learning has long been debated. Although evidence for the declining of second language learningability with age is controversial, a common assumption is that children learn second languages easily and fluently compared with old learners. This assumption stems from"critical period"(CP) ideas(Lennerberg,1967). It is commonly know that children with regular faculties and given normal circumstances will easily master their native languages. Unfortunately,perfect language mastery is rarely in the process of second language acquisition. One of the most obvious potential explanations for the lack of success of second language learners compared to first language learners is that the acquisition of second language begins at a later age than that of the mother tongue does. Thus, many scholars assume that age itself is a predicator of second language proficiency.A popular belief in this area is that younger learners have certain advantages over older learners in foreign language learning and many linguists and researchers share this belief. They believe that younger children learn second language more easily and quickly than older children (Ellis,2008;Larsen-Freeman,2008). However,some other researchers hold the the opposite point. They believe that younger learners do not show any advantage over older learners in second language learning, and they even can provide some evidence to prove scientifically that the opposite is true, i.e. older learners exhibit some advantages over younger learners (Snow&Hoefnagef-Hohle,1978).About the study on age factors affecting second language acquisition, Carroll(1980) provided neurological basis for critical period hypothesis from aspect of earlier exposure, whose experiment indicates that the earlier exposure to second language,more or less, is of significance to the success of second language acquisition. That is, the early exposure to second language will bring quite different quality to later language learning in both natural and conscious settings.2.2 Current Situation of Second Language AcquisitionMany studies pay much attention to the age factor in second language learning at home and abroad. The relationship between age factor and second language acquisition has become more and more hot and popular.As for second languge acquisition. Penfield and Roberts(1959:130) first introduced the Critical Period. According to Penfield and Roberts, a child's brain is more plastic compared with that of an adult. And in 1967, Lenneberd introduced the Critical Period Hypothesis to second language acquisition, which could account for children's faster and more successful attainment over adults in second language acquisition.The research of age factor in foreign language learning also attracts much attention of the scholars in China.But it seems that many of them are on the opponent side. Professor Gui Shichun(1992:54-56) questioned the popular concept of "the younger, the better". Recently, in Guangdong Province, Professor Dong Yanping(2003:39-47) proposed that it was not necessaryto start English teaching programs for young children in kindergartens and Grade 1 of primary schools. At the same time, a variety of English learning phenomena have sprung up in China:in 2001, the Education Ministry decided that pupils begin English learning from Grade Three in cities and condition-permitting rural areas; in Shanghai all the pupils have been required to learn English from Grade One since 2003; English training courses for kids mushroom all over the country and at the same time, English textbooksand tapesforkids becomebest-sellers. English languagehas turnedintoa secondlanguage inChina.3. Factors Affeting Second Language AcquisitionIn our life and experience, almost all normal children can succeed in their first language acquisition on condition that they get a normal upbring. However, it is quite different in second language learning.Actually, different characteristics of learners will lead to different results in second language learning. And everyone has his own personality. In addition to personality, other factors are also relevant to language learning. These include intelligence, motivation, aptitude, learners 'preferences and learners' belief.3.1 IntelligenceThe level of learners' intelligence have an influence or second language learning. Over the past years, through using some intelligence tests or different methods, and then using the scores measure the intelligence of the learners. Researchers suppose that intelligence may be connected with second language ability. Recently, more and more studies have proved this. However, it is not the only factor. There are many students who are very successful in second language learning without high intelligence scores.3.2 PersonalityThere are many personality characteristics have been considered to be related to second language learning such as extroversion and inhibition. Many believed that extroversion is well suited to second language learning. However, this conclusion does not always get enough support. That is to say, in many studies, many learners who haven't got high scores on measuring extroversion are still successful in the second language learning.In terms of inhibition,it discourages the progress in language learning because the learners' courage of taking risk can be reduced by the inhibition personality. In fact, personality characteristics still conclude others such as empathy, talkativeness, self-esteem, dominance and responsiveness. However, the clear relationship between learners' personality and second language learning hasn't been found out because it is complicated. As an English teacher,we prefer the active and lively students in the class since they have good performance. So this kindof students who can get more attention from the teachers often has more opportunities to practice and express.3.3 AptitudeAptitude can be considered as a kind of talent which is made up of different kinds of abilities. The followings are some examples:(1) The ability to recognize the meaning of the words in the sentences.(2) The ability to remember new words. This kind of ability is much more concerned with the learners' vocabulary ability.(3) The ability to analyze the grammar of the material. There are many grammatical rules. So the ability of analyzing the grammar can affect the learners' language learning.(4) The ability to translate. Translation is very important in language learning and using. Any students who has a good knowledge of translation can do a better job in reading, speaking and even writing.3.4 MotivationThrough the studies of second language acquisition, the learners' attitude and motivation also plays an important role in learning a second language. And the good and positive attitude and motivation will be more likely to succeed in second language learning than the opposite. Motivation can be studied in two main parts: learners' communicative needs and their attitudes towards the second language community.Therefore, if the learner wants to use the second language efficiently, they must have an abtive attitude and master opportunities to practice. Besides, the personal growth,cultural enrichment and instrumental motivation are all concluded in motivation, which are also concerned with the success of the second language learning.However, the researchers cannot find out how the motivation affects on the learners during their second language learning.3.5 Learners’ PreferenceAs for the learning material and learning methods, every learner has his own preference. Some learners say that they cannot learn something before they have seen it, while others seem to know something as long as they talked it once or twice.When learners show his preference for some materials or topics which we disagree with the learning method, we should encourage the learners to use their available ways to achieve the success rather than stop them.3.6 Learners’ BeliefAlthough not all the language learners may have their individual consciousness of thelanguage learning, all of them have their strong beliefs which influence their learning methods. Therefore, the learners' belief is also an important factor in second language learning.4. Age Factors and Second Language Aquisition4.1 The Affects of Age Factors4.1.1 The Affects of Age Factors on Rate of Second Language AcquisitionOne popular belief about second language acquisition is that the younger, the better. Recently, certain research reports claim to counter this early Critical Period Hypothesis and state that age and language acquisition is inconsistent. Not all younger performs to be superior.Opposite to the Critical Period Hypothesis, Krashen, Long and Scarcella(1979) draw a different conclusion: (1)adults are superior to children in rate of acquisition, and(2)older children learn more rapidly than younger children(Krashen, et al, 1979). This results reflect differences in rate of acquisition which are consistent with the hypothesis. Adults are generally faster than children in early stages of second language acquisition.In1967, J.Asher and S.Price compared the ability of listening comprehension of 8-10-year-old and 14-year-old childrent and college adults. The results show that adults score highest while the 8-year-old children were the lowest of all groups tested.T10-year-old and 14-year-old children were between adults are the 8-year-olds. This study suggests that the adults ard superior to the same conditions as children when they learn a second language.Ervin-Tripp(1974) studied the rate of acquisition of French by 31 English-speaking children aged from four to who learn French nine month in Switzerland(including attendance in French-speaking schools). She reached the conclusion that children performed much better.Burstall et al.(1975) and Ekstrand(1977) researched majority children who learn a foreign language in Britain and Sweden respectively. Burstall et al.make a study about a large number of school students,some of whom began learning French at the age of eight and others who began at the age eleven after three years on condition having learnt French for the same amount of time, the older learners were ahead on three out of four skills tested-listening, reading and writing.The younger learners, however, mastered speaking ability highly.Snow and Hoefnagel-hohle(1978) make a study who learn Dutch in Holland. The subjects were divided into five age groups: ten3-to-5-year-olds, eight6-to-7-year-olds, thirteen8-to-10-year-olders, nine12-to-15-year-olds, and eleven adults. The study indicated that 3-to-5-year-olds scored lowest and the 12-to-15-year-olds showed the most rapid acquisition of all the skills tested.Ekstrand(1978) makes a survey about four groups of Swedish school children, whose ages are 8, 9, 10 and 11 respectively. They had been taught English in 10-minute sessions twice a week after 18 weeks, the groups were tested for pronunciation(a taped imitation task) andcomprehension(a taped imitation task) increases almost linearly with age.Ann Fathman made a study in 1982 which examined the relationship between certain aspects of the second language acquisition process and age through an oral production test.It examined about 200 children(aged 6 to 15) from diverse language backgrounds who were learning English as a second language in public schools. The results indicated that the older children performed better in the production of correct morphological and syntactic structures while the younger children performed better in the use of correct English pronunciation.From the following studies, we can conclude that age can affect the rate of second language learning. Adolescents and adults have many advantages in second language acquisition like faster speed and strong ability to acquire syntax and morphology while children perform much better in phonology.4.1.2 The Affects of Age Factors on the Process of Second Language AcquisitionFew people make a study of the effects of age on the process of second language acquisition. By far Harley's(1986) investigation of early and late immersion programmes is the most detailed study of the effects of age on the acquisition process. Harley made a comprison between the two groups' acquisition of French verb phrase. For example, the two groups generally made similar types of errors and both groups prefer the relatively unmarked French verb forms to the marked forms. There were only a few differences reflected variations in the second language input to which the learners were exposed.Bailey et al.(1974) investigated the order in which adults acquired the same set of grammatical morphemes studied by Dulay and Burt who found an order similar to that found in the morpheme studies of children. Fathman(1975) found that the order of acquisition remained constant compared with her sample of two hundred children aged from 6 to 15 years.Cazden et al.(1975) found that child, adolescent, and adult learners went through the same stages. Thus, learners appear to process linguistic data in the same way, no matter how old they are.According to their study, the process did not remain constant for children who were in different ages as for order of acquisition. Despite of differences of age and learning environments, there seemed to be a consistency in the order. These findings also support the ideas of Dulay and Burt(1973) and Madden, Bailey, and Krashen(1974), which suggest that there appeared to be similar in terms of acquisition of structures for all second language learners.4.1.3The Affects of Age Factors on Learners’ Second Language AchievementMany researchers have compared older and younger children and concluded that older children are faster learners of syntax and morphology. Then comes the question, whether learners who begin learning can reach higher levels of second language ability than those who start asadolescents or adults. To answer this question,some scholars did some researches.Burstal et al.(1974), through comprison, found the result that those who started learning French in school at either age 8 or 11when reached age 16. There was only one test result in favor of the early learners, that is to say, only listening comprehension better.In another study, Dunkel&Pillet(1962), through the comprison of American Schook children who had begun learning French at grade 3 and students of the same age who had had only one year of French at the secondary level, found that the former did not do as well as the latter in terms of the standardized group test of formal grammar in Franch.Oller&Nagato(1974) found the same results in school system in Japan. Students learn English as a second language from grades 1-6did not do better than students who began learning English in grade 7 when they attend test in the grade 11.Harley(1986) also make a research which focused on learners' acquisition of the French verb system. She compared early and late immersion students after both had received1,000hours of instruction. Neither group had mastered the verb system, but the older students can master well. However, the early immersion group showed higher levels of attainment than the late.The results from these reflect that children's level of attainment is greater than that of adolescents/adults. As Stern has emphasized, early age school instruction does not in itself guarantee success(Stern, 1976; Stern&Weinrib, 1977; Stern, 1982).4.2 Respective Advantages and Disadvantages among Different AgesWhen children, adolescents and adults learn a second language, they have neurological(Lenneberg, 1967), cognitive(Talor, 1974: 33) and social-psychological(Brown, H.D. 1987: 51; Talor, 1974) differences. There are many factors determining the differences between children and adults in second language learning such as learning learning environment, intelligence and difficulty in comparative researches and experiments, but age factor is the most influenced one. Actually, children, adolescents and adults have their own advantages and disadvantages in second language learning. The most practical way is to study the effects that age differences bring to language learning and the advantages and disadvantages that each each language learner at different age has in learning a foreign language.4.2.1 ChidhoodChildren's brains are flexible and may have an advantage to accept new knowledge in the second language learning. Therefore, it is easy for them to acquire pronunciation in this period. And a second language can be left a deep impression on the brains in this period. So this is very useful for children's further learning. For instance, some children's toys which can speak some English and Chinese words for them, and gradually, we can find those two years child speak the same words correctly. However, during this period, the parents just want to entertain the children.But they will remember those even when they grow up. At the same time, children have poor-term and systematic memory, and usually confuse native and foreign languages or native culture and foreign culture, possessing poor ability of abstract thinking. Therefore, it is good for children to learn foreign languages in such bilingual social environment or better teaching facilities.Besides, our children don't have ability to judge what is right or what is wrong. Children generally follow others' words and actions. So it is not surprise to find that many children share the same behavior of siphoning off the fingers. Therefore, teachers and parents pay attention to children's environment because children can behave differently in different environments. So the teachers and parents should give proper guide in time when children make some mistakes. Some studies state that non-English-speaking have English lessons and instruction. But the length of the program is inconsistent with the acquisition speed. One of the most important factor is the influence of mother tongue. Therefore, it is not the best for children to learn a second language early.4.2.2 AdolescentsAdolescents have several advantages. They have a high cognitive maturity and a high ability of imitation and memory. Adolescents can also make the most of communicative strategies and understand language and culture very well, which make language input enriched. And they like joining the communication activities. Adolescents can grasp the language regulations and make full use of them in their sentences to express their deeper thoughts. Besides, they can also correct the errors in sentences. All these are obvious advantages for the adolescents in second language learning. For instance, if we ask adolescent students to do a role-play after learning a dialogue, most students can finish the task and some good students can even play it lively. While, if we ask children to do the same case, the children can hardly finish it. That is to say, only adults can achieve such advantages. And as we all known, the adolescents is a period of full of energy and imagination, thus the adolescents must have strong self-control ability and stick to their aims. Besides, they always consider themselves as adults. Therefore, they hate to be ignored and hope to win respect like adults, which is difficult for teacher to deal with. This why a successful teacher always treat some students as a adult while doing as a child.At the same time,adolescents have many courses in school. Nowadays,more adolescents learnt more than one kind of foreign language. They have to deal with many subjects. Many students even busy on the weekend.It seems that they have no time to relax. They always feel nervous. This make the students feel much burden. Thus, it is crucial for teachers and parents to give the adolescents proper guide when they grow the sense of giving up learni ng.4.2.3 AdulthoodAs we all known, adults mental is mature. They always have clear goals and strong motivation to learn a second language. When they decide to learn a language, they will devote much energy to learning.Adults can grasp the complicated grammar and reading task better than adolescents and children. Therefore, they can understand the second language deeply. All those features lead to adults' learning well. At the same time, the following three kind of adults also have an advantage over adolescents and child.(1) Some adults work under an International environment, and this atmosphere may provide them more opportunities to practice foreign languages.(2) Some adults have a long-term or short-term plan to go abroad for further education or working. This plan may make them aware of strengthening their foreign language. And in order to realize this dream, they have to pay more energy and attention to foreign language learning. Therefore, they can promote their foreign language quickly.(3) Some students still have a strong conscious of learning. Thus they will further the quality of their already language. And they'll grasp every opportunity to improve their foreign language.Adults also have some disadvantages. For example, most adults have already worked after graduation,join in the social activities and care about the family day and night. Besides, many adults' memory isn't as good as before with the growth of age. Therefore, it is difficult for adults to master foreign language well. And the adults only practice English in the spare time such as when they are at home. They even can't focus their intention on practice if they have a baby. Thus, most adults try their best to make up those disadvantages.5. ConclusionIt is clear that age is an important factor in second language acquisition. It is not nessessary for students to learn a second language early. Younger learners are not necessarily better learners. Children, adolescents and adults have their own characteristics in second language learning. Children can easily grasp the pronunciation. Adolescents can understand language and culture better.It is good for second language learning. Adults can master the complicated grammar and language regularities. Thus, teachers and parents should employ different strategies in terms of learners of different ages.Bibliography[1] 林崇德.英语教学心理学[M]. 北京教育出版社, 2001,3[2] 刘建华.中学英语创新教法[M]. 学苑出版社, 1999,10[3] 束定芬、庄智象. 现代外语教学——理论、实践与方法[J].东北师大学报, 2006 (2)[4] 王立菲. 现代外语教学论[M]. 上海教育出版社, 2002,1[5] 王蔷. 英语教学法教程[M]. 高等教育出版社, 2005,4[6] 薛中梁. 谈英语课堂教学[M]. 湖北教育出版社, 2003,3[7] Liu Yongfa, Liu Xuan'en.The Practical Body Language[M]. Hua Wen Press, 1997,2[8] Wu Zongjie.Readings for Applied Linguistics and Language Teaching[J].Zhejiang Teachers' University,1998(3)。

年龄对成人二语习得的影响年龄对成人二语习得的影响在全球化的时代，学习第二语言对个人的发展和职业机会越来越重要。

然而，成人学习二语与儿童学习二语存在一些显著的差异。

本文将探讨年龄对成人二语习得的影响以及成人在学习二语过程中可能面临的一些挑战。

从神经科学的角度来看，成人在学习二语时与儿童有一些结构和功能上的差异。

根据研究，成人的大脑对语言学习的神经可塑性相对较差，他们的语言习得中枢通过神经连接的方式形成模式，这使得他们在新的语言环境中更难以适应。

此外，成年人的大脑已经形成了第一语言的语音、语法以及词汇的认知框架，这种习得的方式使得他们更容易受到母语的干扰。

年龄对成人的发音和语法习得也有重要影响。

成人在发音上往往会遇到困难，因为他们的口腔肌肉已经发育成为习得第一语言的形态，这会导致他们很难适应新的发音需求。

此外，成人的语法习得更侧重于规则和抽象概念，而不是自然习得的方式。

他们需要花费更多的时间和精力去学习语法规则，并且在运用语法时可能会陷入思维翻译的困境。

然而，成人在学习二语方面也有一些优势。

他们的生活经验和知识储备使得他们在理解和运用语言时更具优势。

成人通常具备比儿童更强的元认知和学习策略，这使得他们能够更有效地规划和控制学习过程，从而加速二语习得的进程。

此外，成人能够利用自己的先前知识和经验，将第一语言的语言知识与第二语言的语言知识进行比较和联系，从而提高学习效果。

正如前文所述，成人在学习二语时面临一些挑战。

与儿童不同，成人通常有更多的学习和工作任务，时间和资源更为有限。

这可能使得他们在学习二语方面缺乏耐心和投入。

此外，成人在二语学习的过程中往往会受到心理压力和自信心的影响。

他们可能会因为担心犯错或不流利而缺乏实践的动力，这对于习得第二语言来说是一个重要的挑战。

为了克服年龄对成人二语习得的影响，成人学习者可以采取一些策略。

首先，他们应该保持积极的学习态度和自信心，尽量摆脱焦虑和压力。

其次，成人应该制定明确的学习目标和计划，并采用合适的学习策略，例如刻意练习和使用语言学习应用程序。

浅谈年龄对学习者第二语言习得最终水平的影响摘要：本文意在通过对过往文献中关于年龄效应的发现和理论总结并探究二语习得中年龄与最终二语水平的关系。

本文将通过文献综述的研究方式首先列举分析年龄对二语习得的影响及可能造成影响的原因，再对三篇研究文献进行具体分析探究，以求找出年轻学习者及较年长学习者在二语习得方面的具体差异及形成原因。

关键词：二语习得年龄效应；临界期假说；初始习得年龄。

1.引言在很长一段时间内，在例如天资、第二语言输入、认知老化、动机及居住年限等各种关于成功的第二语言习得的研究课题中，年龄影响似乎是受很多研究者青睐的最重要的一个方面。

在第二语言学习中，人们相信，“年纪越小，学得越好”，而这已然成为了一种神话。

因而在应用语言学领域，理解、探究年龄与第二语言习得的关系就成了一个研究目标。

语言习得中，临界期 (Lenneberg, 1967) 概念的诞生表明：生物学功能，即生理因素可能对第二语言习得产生影响；临界期之后，学习第二语言的方式“从根本上发生了不可逆转的变化”(Ortega, 2008)。

这种现象也叫做“临界期假说” (Critical Period Hypothesis)，即“青春期前期开始学习第二语言的学习者的第二语水平最终或能达到母语者水平，但青春期后期开始学习第二语言的学习者地第二语水平最终低于母语水平“ (Abrahamsson and Hyltenstam, 2008)。

尽管很多研究者证实了在第二语言习得中，成人学习者和儿童学习者在学习速率和最终习得方面有不同，但是临界期是否真实存在却争议了数十年。

在本研究中，我将首先从三个方面介绍和阐述年龄效应的理论框架: 儿童和成人二语习得的速度和表现的差异；造成年龄效应的可能原因；对临界期存在的两种对立观点; 在此之后，将对三项有关年龄效应和语言的研究进行评论。

最后，我会综合这三项研究的结果，找出研究问题的答案。

2. 年龄对第二语言习得的影响2.1 早期学习者和晚期学习者在学习速度和最终成绩上存在的差异。

浅谈二语习得的影响因素和瓶颈效应二语习得是指人们在已经掌握一种语言的基础上，通过学习和实践掌握另一种语言的过程。

在这个过程中，会受到许多因素的影响，也会出现一些瓶颈效应。

本文将从影响因素和瓶颈效应两个方面来浅谈二语习得的问题。

一、影响因素1. 年龄年龄是影响二语习得的重要因素之一。

一般来说，儿童在学习第二语言时会比成人更容易掌握，他们的语言习得能力处于发育的敏感期，大脑对语言的接受和理解能力更强。

相比之下，成人学习第二语言要更加困难一些，他们已经形成了母语的语言体系，需要花费更多的时间和精力去适应新的语言。

2. 学习环境学习环境也是影响二语习得的重要因素之一。

一个良好的学习环境会促进学习者对于第二语言的掌握。

人们往往更容易掌握一种语言的身处使用这种语言的环境中。

所以，对于学习者来说，有机会接触和使用第二语言的环境尤为重要。

3. 学习动机学习动机也是影响二语习得的重要因素之一。

学习者对于学习第二语言的积极性和动机会直接影响到学习效果。

如果学习者对于学习第二语言没有充分的动机，那么很可能会导致学习兴趣不足，从而影响到学习效果。

4. 学习方法学习方法对于二语习得同样是一个关键的因素。

科学合理的学习方法能够提高学习效率，促进语言的习得。

而选择合适的学习方法，也需要根据自身的学习特点和学习环境进行调整。

5. 母语影响母语对于二语习得同样会产生影响。

学习者的母语如果和目标语言有一定的相似性，会比较容易掌握。

相反，如果母语和目标语言之间的差异很大，那么学习者在学习过程中可能会遇到更多的困难。

以上便是影响二语习得的一些重要因素，还有很多其他因素也会对二语习得产生影响，比如学习者的天赋、学习者的健康状况等等。

接下来，我们将来谈谈二语习得中可能会遇到的瓶颈效应。

二、瓶颈效应1. 语法困难学习者在学习第二语言时很容易被语法困难所困扰。

从一个语法体系转变到另一个语法体系，学习者需要花费大量的时间和精力来适应新的语法规则，这种适应过程可能会成为学习者的一个瓶颈。

年龄因素如何影响第二语言习得及其对二语教学的启示的开题报告一、选题背景和研究意义当前，随着全球化进程的不断加深，第二语言习得愈发重要。

如何更有效地进行第二语言习得已成为语言教育领域的关注焦点之一。

而年龄因素是影响第二语言习得的重要因素之一。

根据研究，儿童和成人在第二语言习得方面存在着显著差异。

儿童在习得语言的语音、语法和词汇方面表现更为出色，而在语用、修辞和抽象思维等方面的表现则相对较差；成人则相反，成人更擅长理解语言的语用、修辞和抽象思维等方面，但语音、语法和词汇习得相对较难。

针对年龄因素影响第二语言习得的问题，本研究旨在分析年龄因素对第二语言习得的影响，并探究其对二语教学的启示，以此为语言教育领域提供指导和参考。

二、研究目的和研究问题本研究的目的在于分析年龄因素对第二语言习得的影响，并探究其对二语教学的启示。

具体研究问题如下：1. 年龄因素对第二语言习得的影响是什么？2. 年龄因素对第二语言习得的影响与何种因素相关？3. 如何针对年龄因素进行二语教学？三、研究方法和研究设计本研究采用文献研究法和调查问卷法相结合的研究方法。

首先，通过阅读相关文献，总结已有研究成果，分析年龄因素对第二语言习得的影响；其次，通过设计调查问卷，了解不同年龄段学习者在第二语言习得中的主要困难以及教师在日常教学中针对年龄因素的重点促进措施。

最后，根据研究结果提出有针对性的二语教学策略和方法。

四、研究预期结果通过本研究，预期得到以下结果：1. 分析年龄因素对第二语言习得的影响，提出对应的教学策略和方法；2. 探究年龄因素与其他因素的关系，深入了解年龄因素在第二语言习得中的作用；3. 分析不同年龄段学习者在第二语言习得中的主要困难，指导教师有针对性地进行二语教学。

浅析年龄因素对第⼆语⾔习得的影响2019-10-06摘要：在第⼆语⾔习得的过程中存在着明显的年龄差异。

研究表明，年龄因素是影响⼆语学习的重要因素之⼀。

⼈们普遍认为⼉童习得第⼆语⾔⽐成⼈快的多，容易的多。

本⽂利⽤关键期假说分析年龄因素对⼆语习得的影响，以及⼈们对关键期这⼀假说的不同态度，从⽽思考对我国教学有哪些重要启⽰。

关键词：⼆语习得；年龄；关键期假设；教学启⽰【中图分类号】H0⼀、关键期假设1.1、关键期假说的定义Penfield⾸先提出⼀个假定就是孩⼦的⼤脑具有可塑性特别是在获得语⾔⽅⾯。

他继续提出⼩孩应该在很早的年龄段在学校⾥去接受第⼆语⾔。

所以，他继续研究，在他的著作《语⾔的⽣物学基础》中，给出了⼀些有关于关键期假说的证据。

在1967年的时候，Lenneberg将关键期假说引⽤到了⼆语习得的领域，这个可以对⼆语习得过程中⼩孩要⽐成年⼈更快更成功的习得语⾔这⼀现象做出解释。

他指出，有⼀个时期语⾔习得可以在⼀个很⾃然很轻松的状态下发⽣，但是过了这个特定阶段后，⼤脑将不会再以这种⽅式去处理所输⼊的语⾔。

他还提出了⼀个更为强⼤的版本的关键期假说。

他声称，如果⼀个孩⼦在特定的年龄（青春期（12岁））之前没有接触到语⾔，那么第⼀语⾔的习得是不可能发⽣的。

这个版本相较于前⾯那个⽐较弱⼀点的版所指出的是，即使在那个特定年龄后开始学习语⾔，也许有可能会发⽣⼀些习得现象，但是想要达到本民族那种⽔平却是⾼不可攀。

越往后，学习者的语⾔的发展将会更加的没有规律，最终达到的语⾔成就也是不会太熟练的。

1.2、关键期假说的代表⼈物和研究根据关键期假设我们可以知道有⼀个完美的时间来习得语⾔，过了这个时期，更好的习得语⾔的机会就变⼩了。

关键期假设在⼆语习得过程中有⼀个关键性特性就是它的预测性，也就是如果开始学习第⼆语⾔的时间在那个关键期之后，那么他的第⼆语⾔要想达到本民族语者的⽔平是不可能的了。

关键期假说对⼆语习得有着显著的影响，许多学者以及研究结果都证明了这个假说。

论年龄对二语习得的影响作者：张一来源：《教育界·下旬》2017年第02期【摘要】影响二语习得的因素有很多，如年龄、性别、之前的语言学习经验、性格、语言学习能力、动机与态度、智力程度、认知方式以及学习策略等，而年龄就是其中一个重要因素。

文章从年龄方面阐述了对二语习得的影响。

【关键词】二语习得；个体差异；年龄；影响对于第二语言学习者来说，在二语习得过程中的成就取决于不同的因素，如认知因素、情感因素、生理因素以及跨文化因素等，而学习者的个体差异对二语习得也起了很大作用。

事实上，二语习得的过程是一个十分复杂的过程。

本文将选择年龄这个因素探讨其在二语习得中的影响。

一、关于学习者的个体差异自从20世纪50年代以来，学习者的个体差异在二语习得中的作用一直被广泛关注。

如Skehan，Larsen-Freeman和Ellis等都对第二语言学习过程中的学习者个体差异进行了广泛而深入的研究，并取得了一些显著的成果。

学习者的个体差异研究已成为二语习得研究中的一个主要部分。

（一）关于学习者个体差异因素的讨论Skehan（1989）认为，学习者个体差异因素主要有语言学能、语言学习的动机、语言学习策略、认知与情感因素（包括内向性格与外向性格、冒险精神、智力状况、认知方式以及焦虑感等）。

而在Larsen-Freeman和Long的研究中，他们列出的个体差异主要因素有学习者的年龄、社会心理因素（如动机与态度）、性格因素（如自尊心的强弱、性格的外向与内向、冒险精神、对拒绝的敏感性、移情性、压抑性以及歧义容忍度等）、认知方式（如场独立与场依存、学习范畴宽度、性格的谨慎与冲动、听觉方式与视觉方式等）、学习策略及其他因素（如记忆力与性别）等。

（二）关于学习者个体差异的分类Ellis（1994）将学习者个体差异分为二大类：个人因素与普遍因素。

个人因素是个体学习第二语言的高度个性化的表现特征；普遍因素是与所有第二语言学习者有关的普遍存在的特征。

年龄对第二语言习得的影响近几年，许多学者一直就年龄因素对第二语言习得的影响进行相关研究，其中，部分学者认为，越早习得第二语言，取得的效果越好。

然而有些学者却认为成年人通过努力也可以较好地习得第二语言。

本文对不同学者的观点进行了阐述，认为年龄因素并不是决定第二语言习得的关键性决定因素，它仅仅会对第二语言的习得起到一定的影响。

在日常的实际教学中，应当根据学习者的自身特点选择更适合个人的教育方式。

标签：年龄；第二语言习得；启发最近几年，越来越多的人热衷于习得第二语言。

我们这里所说的第二语言习得是指在教学情境下的第二语言习得。

因此，年龄因素对第二语言习得的影响便成为第二语言习得研究领域探讨的热点问题。

通常人们普遍认为年幼的儿童要比成年人更擅长习得第二语言，为此，很多学者都进行了相关研究。

一、关键期假说伦尼伯格所提出的“关键期假说” 这一概念对第二语言习得领域的研究产生了深远影响。

关键期假说认为年幼的儿童习得第二语言更有优势。

这是因为生理方面的因素。

伦尼伯格认为，人习得语言的关键期是在两岁至青春期，一旦错过了关键期的语言习得，就不会像在关键期内的学习者那样成功，而且容易产生外国腔。

关键期假说这一概念主要是针对母语习得提出来的，这一假说已经得到了学者们的广泛认可。

对于关键期假说这一概念，诸多学者持有自己的不同看法。

其中，支持关键期假说的学者们仍然坚信关键期假说在很长的一段时间内不可能被推翻，他们的主要依据是关键期假说的具体实例研究。

然而，一些反对关键期假说的学者则认为第二语言习得水平之所以会出现参差不齐的现象，其主要决定性因素是个人语言习得能力和个人认知等能力的不同。

Long通过实验发现，很多6岁以后才开始学习第二语言的学习者很难学到地道的语音语调。

15岁以后才开始学习外语的学习者，其语法、句法均达不到与母语学习者一样的水平。

二、结论第二语言习得研究中的关键期假说仍然是个有争议的热点问题。

目前，针对年龄因素与第二语言习得之间的关系，学者们共同的结论有以下几个方面：①学习速度方面。

年龄因素对于二语习得效果的影响分析摘要在经济全球化高度发展的今天，人们对于第二语言学习也越来越重视。

语言是人们日常工作生活的必不可少的工具，多掌握一门语言就多一项技能，多一项优势。

因而我们要关注二语的学习，然而在二语的学习过程中，对其学习效果人们各抒己见，但大部分认为年龄因素影响二语习得的效果很大，本文拟在比较不同年龄阶段二语学习的优劣特点，以年龄因素的角度对二语习得的效果进行分析。

关键词年龄因素二语习得效果1年龄因素与二语习得效果的比较在围际交往如此频繁的当今社会，每个人都渴望成功者，因而都在不断提高自我，努力多掌握一门语言，可结果却往往差强人意。

所以很多人将其归结为年龄因素，恨自己学习的太晚，如果早点意识到到点学习效果应该会更好。

正因如此，很多人认为年龄在二语习得效果中占据主要因素，认为年轻人头脑灵活，记忆力好，比年纪大的人学习第二语言进步地要快，学地要好，更容易地掌握一门语言。

为了更好的理解年龄因素对二语习得的效果，下面我们就来简要比较一下年龄在二语学习效果方面有哪些不同。

1.1儿童与成人二语习得在语音、语法方面的比较语音的学习往往受环境、母语因素的影响，因此儿童与成人相比有着更好的优势，受母语的影响因素小，加之儿童学习环境优越，而且儿童大脑有着很强的可塑性，学习思维活跃，能够快速进入学习状态，并且儿童对新鲜事物有着强烈的好奇心和兴趣，模仿能力极强，对新知识敏感度高，所以接受新知识很快。

然而成人在学习的过程中，因为干扰因素过多，往往在学习过程中投入的精力不多，而且自尊心过强，不敢放开自己，所以很少能发现自己的错误，进步缓慢。

在语法习上，年龄对其影响也是非常大的，成人在在这方面更具优势，因为成人的逻辑思维能力较强，有着比儿童更敏锐的分析能力，而儿童往往需要的是效仿套用的模式去理解记忆，因此，在学习语言的规则过程中，成人更容易一些并且能很好应用，有着更好的学习效果。

1.2儿童与成人二语习得在词句方面的比较我们都知道，语法就是组词成句的规律标准，掌握了语法，就掌握连词成句的规律，因而才能更自觉地运用语法规则。

年龄与个性对二语习得的影响引言：二语习得一直是教育领域的研究热点之一，而年龄与个性作为影响二语习得的重要因素之一，也备受关注。

本文旨在探讨年龄和个性对二语习得的影响，并分析不同年龄段、个性特点对二语学习的优劣势。

一、年龄与二语习得1.1 婴儿期到幼儿期研究表明，婴儿期到幼儿期是语言习得的关键阶段，此时语言习得和母语习得在神经、心理和生理发展上具有高度敏感性。

孩子在此期间习得母语时，往往能够快速适应并掌握语言的语音、语调、语法等要素。

因此，对于在这个阶段接触第二语言的儿童来说，他们往往能以母语习得的方式来习得第二语言，并具备纯正的发音和语法结构。

1.2 学龄前期到青少年期这个阶段的儿童和青少年比起年幼儿童来说，语言习得的敏感期已经过去。

虽然他们可能具备较高的认知能力、学习能力和记忆力，但他们对语音、语法等方面的习得分析与婴儿期的习得大相径庭。

因此，尽管在这个阶段进行二语习得同样有积极的成果，但成年人的语音、语法错误往往会比早期习得者多。

1.3 成年人与早期习得者相比，成年人在二语习得中可能会遇到更多的挑战。

成年人的大脑已经形成了母语的认知习惯，这会对习得第二语言的语音、语法和词汇等方面产生不利影响。

而且，成年人往往在时间、自信心、学习动机等方面面临更多的限制，对语言环境的依赖性也相对较低。

二、个性与二语习得2.1 外向型个性外向型的个性倾向于善于与他人进行交流和社交活动。

这类人通常具有较高的自信心、好奇心和积极性，能主动参与到学习环境中。

由于他们更愿意与他人交流，他们在语言学习中通常会获得更多的语言输入和机会，从而提高他们的造诣。

此外，外向型的个性还使他们更容易主动使用第二语言来与他人互动。

2.2 内向型个性内向型的个性倾向于内向、害羞，不太愿意在公众场所表达自己。

这类人在二语习得中往往更多地关注个体的内省过程，习得的速度和准确性可能会受到一定影响。

然而，内向型的个性通常使他们在学习中注重细节和规则，因此他们对语法的理解和应用往往较为准确。