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    Please use this identifier to cite or link to this item: http://asiair.asia.edu.tw/ir/handle/310904400/4965


    Title: 台灣幼兒英語教育之現況:迷思、挑戰、以及趨勢
    Authors: 張家麟;沈翠蓮;謝文英
    Contributors: 環球技術學院應用外語系;環球技術學院幼兒保育系;雲林科技大學技職教育研究所及師培中心
    Keywords: 幼兒教育;英語教學;語言習得;Early Childhood Education;ESL;EFL;language acquisition
    Date: 2009-11-25
    Issue Date: 2009-12-08 14:23:52 (UTC+8)
    Publisher: 亞洲大學幼兒教育學系
    Abstract: 本研究從三方面探討幼兒英語教學: 從台灣的學術觀點、一般人對第二外語習得的迷思、以及現今流行於歐美國家的英語教學法。從這三方面分析,本研究發現幼兒學習英語的速度並不比成人快、幼兒必須學會認知/學術用語(CALP)才能說明是真正的學會英語、而在課堂上實施有意義的交流及輸入才會促進語言真正的習得、建立幼兒的第一外語能力對其第二外語的習得是必須的、以及幼兒早期學會英語和其將來的英語學習成就並無關係。本研究建議在課堂上實施親手操作之活動、團體合作、以及任務式教學將會促進對幼兒有意義的交流及語言輸入;學校應以建立幼兒的中文能力為第一要務以便支援其英文的學習;以及在英語為一個外國語言的國家如台灣,應謹慎實施歐美國家提倡的英語為第二外語的英語教學法。 This study discussed early childhood English education in Taiwan from three perspectives: domestic studies in this area and the reality in Taiwan, misconceptions in second language acquisition, and English as second language (ESL) approaches and methods used at the present time. By analyzing these three perspectives, the study found that children did not learn a new language faster and easier than adults, children will have to reach the cognitive/academic language proficiency (CALP) level to master English, meaningful communications and comprehensive input should be implemented to promote acquisition, native language development is crucial support for acquisition of the second language to occur, and the age of starting learning English does not correlate with children’s achievement in English in the future. The study suggested that implementing hands-on activities, teamwork, and tasks can promote meaningful and comprehensible input, sufficient native language support is necessary for acquiring a new language, and implementing ESL approaches into an English as foreign language (EFL) classroom at Taiwan with caution is considerable.
    Relation: 第六屆健康的幼兒教育學術研討會 19-31
    Appears in Collections:[幼兒教育學系 ] 會議論文

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