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从留学经历到第二语言发展——两名中国英语学习者的对比案例研究. (2026). 教育学刊, 4(7), 141-146. https://doi.org/10.62836/
Copyright (c) 2026 刘雨辰
This work is licensed under a Creative Commons Attribution 4.0 International License.
从留学经历到第二语言发展——两名中国英语学习者的对比案例研究
刘雨辰
北京外国语大学，北京
摘要：关键期假说认为，语言习得存在年龄敏感期，学习者在青春期之前接受二语输入更有可能达到接近母语者的语言水平。然而，近年来越来越多研究表明，留学经历所提供的沉浸式语言环境、高质量语言输入以及学习者的社会文化适应同样会影响二语发展。因此，仅从学习起始年龄解释二语最终习得水平存在局限性。本研究以两留学时机不同的中国英语学习者为研究对象，采用半结构式访谈，对其语言学习经历、语音发展、语法加工方式以及二语身份认同进行比较，探讨青春期前后留学经历对二语发展的影响。研究发现：青春期前接受沉浸式语言环境的学习者在语音自然度、语法自动化加工以及二语身份认同方面表现出明显的优势；青春期后开始海外学习的学习者虽然较难形成接近母语者的语音系统，但留学经历能够提高其听说和交际能力；年龄并非影响二语最终习得水平的唯一因素，学习者对二语的长期投入同样发挥着重要作用。研究结果可为我国英语学习者选择海外学习时机及方式提供一定参考。
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[4] DeKeyser, R. M. (2000). The robustness of critical period effects in second language acquisition. Studies in second language acquisition, 22(4), 499-533.
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[8] Johnson, J. S., & Newport, E. L. (1989). Critical period effects in second language learning: The. influence of maturational state on the acquisition of English as a second language. Cognitive psychology, 21(1), 60-99.
[9] Kinginger, C. (2009). Language learning and study abroad: A critical reading of research. Springer.
[10] Paradis, M. (2009). Declarative and procedural determinants of second languages.
[11] Savage, B. L., & Hughes, H. Z. (2014). How does short-term foreign language immersion stimulate language learning?. Frontiers: The Interdisciplinary Journal of Study Abroad, 24(1), 103-120.
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[13] 杨莉芳.(2017).儿童二语学习的核心问题:优势、规律、途径.外语学刊,1,97-103.
