ABSTRACT
Second language acquisition (SLA) is the study of the process by which people learn a second language. SLA is the subject of study of linguistics, which is related to a lot of branches of linguistics, such as neurolinguistics, cognitive psychology and education. Significant approaches in this field are Chomsky’s universal grammar and Krashen’s monitor theory. In the process of SLA, individual differences, including age, motivation, personality, learning style, aptitude and emotion, exert great influence on the results of SLA. The study of achievements of second language learning which are related to onset age is an important aspect of SLA. Age factor in SLA is significant in both theoretic and practical terms.
In this thesis, age factor, especially the critical period hypothesis, is discussed. On the basis of critical period hypothesis, this thesis discusses related conclusions and analyzes the influence of beginning age in SLA on the college students’ English proficiency by comparing the achievements of learners with different onset ages. It is expected that this study will provide favorable suggestions for Chinese English education, especially for English teaching on children and adults.
Key words: second language acquisition; age; critical period hypothesis
CONTENTS
ACKNOWLEDGEMENTS
ABSTRACT
摘要
Chapter One INTRODUCTION-1
1.1 Definition of Second Language Acquisition-1
1.2 Current Situation of Second Language Learning in China-2
Chapter Two LITERATURE REVIEW-3
2.1 The Critical Period Hypothesis-3
2.1.1 Definition of Critical Period Hypothesis-4
2.1.2 Development of Critical Period Hypothesis-5
2.2 Optimal Age-5
2.3 Summary-7
Chapter Three METHODOLOGY-8
3.1 Research Questions-8
3.2 Research Design-8
3.2.1 Context-8
3.2.2 Subjects-8
3.2.3 Instruments-9
3.3 Data Collection-10
Chapter Four RESULTS AND DISCUSSION-11
4.1 Research Results Analysis-11
4.1.1 Relation between Beginning Age and English Examination Result-11
4.1.2 Optimal Period of Learning English-13
4.1.3 Students' Views on Beginning Age-14
Chapter FIVE CONCLUSION-16
REFERENCES-17
APPENDIX A
APPENDIX B
