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从神经语言学角度论述第二语言习得关键期假说——基于中国非英语专业学生抽样调查分析
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【中文题名】 从神经语言学角度论述第二语言习得关键期假说——基于中国非英语专业学生抽样调查分析 【英文题名】 Explanations of the CPH from a Neurolinguistic Perspective Based on the Investigation of Sampling Groups of Chinese Non-English Majors 【中文摘要】 20世纪60年代,著名神经学家Penfield和Roberts(1959)提出大脑会逐渐失去可塑性的观点, Lenneberg(1967)修正了这一观点并使之发展成为关键期假说(Critical Period Hypothesis),即人的大脑在2岁至青春期之前,能够轻松自然地习得语言。从此,语言学习是否存在关键期成为过去四十多年二语习得研究中一个长期争论不休的焦点问题。许多语言研究者试图从不同的角度证明关键期存在或不存在的理据,但他们最终没有得出一致的结论。由于此问题对外语教育政策的制定和外语课程设置具有至关重要的意义,也有许多外语教育研究者从教学的角度对外语学习最佳年 【英文摘要】 It was the neurologists Penfield and Roberts who first proposed “brain plasticity” formula in 1959. To popularize this academic achievement, Lenneberg inherited the essence of their principles and developed it into “Critical Period Hypothesis” (CPH), that there is a critical period, roughly between age 2 and puberty, for the acquisition of language, which chiefly involves cognition of the relationship between language and thoughts, discernment of the implications for the design and timing of programs Introduction 6-9 Chapter1 Investigation and Results of Sampling Groups of Chinese Non-English Majors 9-30 1.1 Purpose of investigation 9-13 1.2 Investigation 13-17 1.2.1 Subjects 13-15 1.2.2 College English Test Band 15-16 1.2.3 Questionnaire 16-17 1.2.4 Statistical study 17-17 1.3 Results 17-31 1.3.1 Samples 17-18 1.3.2 Age of learning distribution in class intervals 18-22 1.3.3 Relationship between early exposure to English and attainment 22-24 1.3.4 Subjects’ attitudes towards and experiences of English learning at different ages 24-26 1.3.5 Relationship between self-reported English learning aspects and optimal age 26-27 1.3.6 Stagnation period of English learning 27-27 1.3.7 Summary 27-83 Chapter 2 Explanations of the CPH from an Aspect of Brain-Language Relationship 30-53 2.1 The development of lateralization and the critical age for language Acquisition 31-34 2.2 Cerebral language-functional specification and the critical age for 1 anguage acquisition 34-38 2.3 Adult aphasia and localization of language functions 38-41 2.4 Childhood aphasia and cerebral plasticity 41-47 2.5 Linguistic significance of split-brain subjects 47-50 2.6 Right hemisphere participation in language acquisition 50-53 Chapter 3 Evidence from Bilinguals Supporting the CPH 53-67 3.1 Lateral dominance for language in bilinguals 53-58 3.2 Different cortical areas associated with L1 and L 58-60 3.3 The role of the right cerebral hemisphere in utterances of bilinguals 60-63 3.4 Functional neural subsystems in second language acquisition differently affected by age of learning 63-83 Conclusion 67-70 References 70-75 Appendix 75-78 Abstract (in English) 78-83 Abstract (in Chinese) 83-85
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