论文部分内容阅读
The influence of age on second language acquisition is doubtless and it is frequently discussed, but whether older learners do better or the younger learners do better in second language acquisition is a controversial issue. In the past few decades, different scholars hold different opinions on the influence of age on second language acquisition, and it remains a controversial issue whether older learners do better or younger learners do better in second language acquisition. Rod Ellis (1985) states that “Rate and success of SLA appear to be strongly influenced by the age of the learner. Where rate is concerned, there is evidence to suggest that older learners are better. That is, if learners at different ages are matched according to the amount of time they have been exposed to the L2, it is the older learners who reach higher levels of proficiency”.
Now we will design an empirical research to verify the hypothesis that older learners do better in second language acquisition.
During the research, we will examine the correlation between the measures of age or length of learning period and measures of proficiency achieved. To carry out the study, we need the subjects, instruments and tools of measurement.
First of all, we will make clear who we should choose to be the subjects of the empirical research. We will do the empirical research in Chongqing China, the second language is chosen as English. All of the subjects have learnt English for two years and their English level are similar. We will divide the subjects into three groups according to age, each of the groups are composed of fifty persons. Group A is composed of the children whose ages range from 6 to 8, group B is composed of the teenagers whose ages range from 13 to 15, and group C is composed of the adults whose ages range from 18 to 20. And each group consists of twenty-five male students and twenty-five female students, for the purpose that sex factor does not affects the result of the research.
Before the empirical study, the subjects have an examination on different aspects of the second language to make sure that their language level are quite the same. All of them have similar knowledge about the second language, thus they start on an equal ground. And the subjects all come from cities of the same district of a country, which is Chongqing in China, so the influence of the mother tongue and dialect on the second language acquisition is the same.
The empirical research lasts for 2 terms to examine the efficiency of the teaching and learning. In the whole period, all of the subjects are taught by the same teacher, they use the same textbook, and all of them spent about two hours everyday to learn English.
To measure the subjects’ proficiency and success in second language acquisition, we design two tests for them each term to check the outcome of their learning. The test includes six important parts of language learning: listening, grammar, reading, writing, translating and speaking. That is, the main instrument of the study includes four examinations. The four test papers consist of six parts respectively. Part one is listening comprehension (20%), it consists of two sections, and in section A the subjects hear ten statements and are required to answer each of the ten questions related to the statements. In section B the subjects hear ten short conversations between two speakers and answer questions after that. Part two is grammar and vocabulary (15%), there are thirty incomplete sentences in this section, beneath each sentence there are four choices, the subjects are required to choose one word or phrase that correctly completes the sentence. Part three is reading comprehension (30%), in this part there are five texts followed by fifteen questions or unfinished statements, each with four suggested answers, the subjects are required to choose the one that they think is the correct answer. Part four is translation (10%), in this section the subjects are required to translate five Chinese sentences into English. Part five is writing (15%), in this part the subjects are required to write a short passage. Part six is oral test (10%), which includes two parts, pronunciation and conversation, the latter one is used to check the students’ ability to communicate.
After the test, we analyze the data, that is the scores the subjects get in the four examinations, to find out which group does better in second language acquisition. We get the average scores of each test of every group to find which group does better in general. And we also get the average scores of each part of the examinations of every group to find out the advantages and disadvantages of every group. Thus we will know whether older learners do better in second language acquisition or not as rate and success is concerned.
The result of the experiment is justified, for each stage of the empirical study can be controlled and most of the disturbance factors are avoided in the process.
To sum up, the design of the empirical study is comprehensive and appropriate, every stage of the study can be controlled, and a lot of other disturbance factors are avoided, thus the result of the empirical research can truthfully reflect the influence of age on the rate and proficiency of second language acquisition. So the result of the empirical study is justified and can be used to verify the hypothesis that older learners do better in second language acquisition.
References:
[1] Baker, F. M., & Ligntfoot, O. B. (1993). Psychiatric care of ethnic elders. In A. C. Gaw (Ed.), Culture, ethnicity, and mental illness (pp.517-552). Washington, DC: American Psychiatric Press.
[2] Ellis, Rod. (1985). Understanding second language acquisition. Oxford University Press.
[3] Henry, W. A., III. (1990, April 9). Beyond the melting pot. Time, 135, 28-31.
[4] Kernis, M.H., Corness, D. P., Sun, C. R., Berry, A., & Harlow, T. (1993). There’s more to self-esteem than whether it is high or low: The importance of stability of self-esteem. Journal of Personality and Social Psychology, 65,1190-1204.
[5] Robinson, D. N. (Ed.). (1992). Social discourse and moral judgement. San Diego, CA: Academic Press.
[6] Sumner, Rosemary. (1981). Thomas Hardy: Psychological novelist. New York: St. Martin’s Press.
Now we will design an empirical research to verify the hypothesis that older learners do better in second language acquisition.
During the research, we will examine the correlation between the measures of age or length of learning period and measures of proficiency achieved. To carry out the study, we need the subjects, instruments and tools of measurement.
First of all, we will make clear who we should choose to be the subjects of the empirical research. We will do the empirical research in Chongqing China, the second language is chosen as English. All of the subjects have learnt English for two years and their English level are similar. We will divide the subjects into three groups according to age, each of the groups are composed of fifty persons. Group A is composed of the children whose ages range from 6 to 8, group B is composed of the teenagers whose ages range from 13 to 15, and group C is composed of the adults whose ages range from 18 to 20. And each group consists of twenty-five male students and twenty-five female students, for the purpose that sex factor does not affects the result of the research.
Before the empirical study, the subjects have an examination on different aspects of the second language to make sure that their language level are quite the same. All of them have similar knowledge about the second language, thus they start on an equal ground. And the subjects all come from cities of the same district of a country, which is Chongqing in China, so the influence of the mother tongue and dialect on the second language acquisition is the same.
The empirical research lasts for 2 terms to examine the efficiency of the teaching and learning. In the whole period, all of the subjects are taught by the same teacher, they use the same textbook, and all of them spent about two hours everyday to learn English.
To measure the subjects’ proficiency and success in second language acquisition, we design two tests for them each term to check the outcome of their learning. The test includes six important parts of language learning: listening, grammar, reading, writing, translating and speaking. That is, the main instrument of the study includes four examinations. The four test papers consist of six parts respectively. Part one is listening comprehension (20%), it consists of two sections, and in section A the subjects hear ten statements and are required to answer each of the ten questions related to the statements. In section B the subjects hear ten short conversations between two speakers and answer questions after that. Part two is grammar and vocabulary (15%), there are thirty incomplete sentences in this section, beneath each sentence there are four choices, the subjects are required to choose one word or phrase that correctly completes the sentence. Part three is reading comprehension (30%), in this part there are five texts followed by fifteen questions or unfinished statements, each with four suggested answers, the subjects are required to choose the one that they think is the correct answer. Part four is translation (10%), in this section the subjects are required to translate five Chinese sentences into English. Part five is writing (15%), in this part the subjects are required to write a short passage. Part six is oral test (10%), which includes two parts, pronunciation and conversation, the latter one is used to check the students’ ability to communicate.
After the test, we analyze the data, that is the scores the subjects get in the four examinations, to find out which group does better in second language acquisition. We get the average scores of each test of every group to find which group does better in general. And we also get the average scores of each part of the examinations of every group to find out the advantages and disadvantages of every group. Thus we will know whether older learners do better in second language acquisition or not as rate and success is concerned.
The result of the experiment is justified, for each stage of the empirical study can be controlled and most of the disturbance factors are avoided in the process.
To sum up, the design of the empirical study is comprehensive and appropriate, every stage of the study can be controlled, and a lot of other disturbance factors are avoided, thus the result of the empirical research can truthfully reflect the influence of age on the rate and proficiency of second language acquisition. So the result of the empirical study is justified and can be used to verify the hypothesis that older learners do better in second language acquisition.
References:
[1] Baker, F. M., & Ligntfoot, O. B. (1993). Psychiatric care of ethnic elders. In A. C. Gaw (Ed.), Culture, ethnicity, and mental illness (pp.517-552). Washington, DC: American Psychiatric Press.
[2] Ellis, Rod. (1985). Understanding second language acquisition. Oxford University Press.
[3] Henry, W. A., III. (1990, April 9). Beyond the melting pot. Time, 135, 28-31.
[4] Kernis, M.H., Corness, D. P., Sun, C. R., Berry, A., & Harlow, T. (1993). There’s more to self-esteem than whether it is high or low: The importance of stability of self-esteem. Journal of Personality and Social Psychology, 65,1190-1204.
[5] Robinson, D. N. (Ed.). (1992). Social discourse and moral judgement. San Diego, CA: Academic Press.
[6] Sumner, Rosemary. (1981). Thomas Hardy: Psychological novelist. New York: St. Martin’s Press.