儿童语言习得关键期假说的教育语言学重估
This dissertation includes five parts: 1. research introduction, 2. literature review, 3. the controversies about CPH, 4. the EL reappraisal of CPH and 5. conclusion. Based on the thorough review and description of CPH, the paper combs the main controversies and obstacles of the hypothesis, and carefully annotates the precondition of CPH from the theory-practice features of EL: The significance of educational cultural factors. After the analysis of social educational elements about CPH, the paper presents the statement that: the trans-disciplinary features and the focus on social cultural factors make EL a suitable field for more rational and scientific explanations of CPH, as well as for providing new dynamic knowledge and implication in the world of child language acquisition, second language acquisition and foreign language teaching.
Key words: child language acquisition, Critical Period Hypothesis, Educational Linguistics
摘要 儿童在语言习得的过程中具有先天优势。关键期假说认为儿童习得语言的先天生理功能优势仅限于一个特定的有限的年龄阶段。自关键期假说提出后，语言学者基于不同研究在语言习得领域的诸多方面提出了不同的观点，然而关于关键期假说的向背至今尚未达成共识。7863
本文由1.研究背景介绍、2.文献综述、3.关键期假说争议、4.教育语言学视角重估和5.结论五大部分组成。基于对关键期假说的全面回顾与综述，论文梳理了该理论的主要争议与瓶颈问题，并从教育语言学关注语言学和教学两者理论和实践相互作用的特征深入阐述关键期假说的前提条件：教育文化环境的重要意义。通过解析关键期假说中的社会教育因素，本文提出：教育语言学的超学科特性及对社会文化因素的关注使它更适合对关键期假说作出合理科学的诠释，从而对儿童语言习得，第二语言习得乃至外语教学都将产生全新动态的认识和启发。
关键词： 儿童语言习得，关键期假说，教育语言学
CONTENTS
Acknowledgments i
Abstract ii
摘要 iii
1 Introduction 1
2 Literature Review 2
2.1 Critical Period Hypothesis 2
2.2 Educational Linguistics 3
2.3 The Integration of the Views 4
3 The Controversies about CPH in Second Language Acquisition 5
3.1 Scholars and Their Theories that Support CPH 5
3.2 Scholars and Their Theories that Oppose CPH 6
3.3 Doubtful Views Left by Controversies 7
3.3.1 Biological or Non-Biological Factors ：The Determinants of Language Acquisition 7
3.3.2 Educational or Linguistic Factors: The Social Influence of Language Acquisition 8
4 Reappraisal of CPH from the Perspective of EL 10
4.1 The Natures of EL 10
4.2 The Educational Elements in CPH 13
4.2.1 EL and School Education 13
4.2.2 EL and Sociocultural Environment 15
5 Conclusions 17
5.1 EL Views on CPH 17
5.2 Suggestions on Child Language Education 18
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