Název: Fenomén času v učení se cizím jazykům
Variantní název:
- Time in learning foreign languages
Zdrojový dokument: Studia paedagogica. 2010, roč. 15, č. 1, s. [65]-83
Rozsah
[65]-83
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/115356
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Argumenty pro ranou výuku cizích jazyků se často opírají o fenomén času. Výsledky některých klasických výzkumů naznačují, že v lidském životě existuje jisté "časové okno", ve kterém je nutné či vhodné začít se učit cizí jazyky, a že po jeho "uzavření" se možnost naučit se velmi dobře cizímu jazyku omezuje. V pozadí jiných názorů stojí dojem, že dospělí na učení se cizím jazykům nemají dostatek času, a proto je vhodné učit se cizí jazyky v době, kdy mají děti času nazbyt. Společným důsledkem těchto pohledů je názor, že čím více času člověk v životě strávil učením se cizímu jazyku, tím lépe tento cizí jazyk umí; jinými slovy, čím dříve se cizí jazyk začne učit, tím lépe jej v určitém čase v životě (kupříkladu u maturitní zkoušky) bude umět. Empirický výzkum však ukazuje, že problém, jenž leží v pozadí tohoto vztahu, je daleko komplexnější a že je třeba přihlédnout k povaze procesů osvojování a učení, k prostředí, v němž tyto procesy probíhají, k cílům a motivaci k učení a dalším faktorům. Autoři v nabízeném textu shrnují vývoj názorů na ranou výuku cizího jazyka jako na odborný problém a pozastaví se nad řešeními, se kterými přicházejí evropské i české politické dokumenty. Ukazuje se, že výsledky teoretického bádání a empirických výzkumů jsou v politických dokumentech reflektovány minimálně.
Time is often seen as an important factor in teaching English as a foreign language. In lay discussions (including those in the policy-making circles) the starting age is too often pinpointed as the decisive factor. Some classic experiments show that there might be a certain "time window" after the closure of which it is well-nigh impossible to acquire a language. Some other arguments include the fact that adults cannot dedicate much time to learning a language and therefore the free time that some children have too much of might be used. These arguments implicitly build on an assumption that the more time (years) one spends learning a language, the better user of the language one becomes; in other words, the sooner one starts learning a language in life, the more successful one will be at a given point in life (say at the school-leaving examination). However, empirical research shows that the issues behind language learning are far more complex than that and that it is essential to take into account many other factors like the nature of the processes of learning and acquisition, the environment in which learning takes place, and the learners' motivation. The authors of the paper summarize recent developments in the discussion about the age as the factor in second language learning and discuss some of the decisions formulated on the policy-making level. It would seem that empirical research very often fails to be reflected in political documents.
Reference
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[25] KESSLER, C., IDAR, I. Acquisition of English by a Vietnamese mother and child. Working Papers on Bilingualism, 1979, s. 65–79. ISSN 0319-5171.
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[35] McCARTHY, M. Issues in Applied Linguistics. Cambridge: CUP, 2001. ISBN978-0521584876.
[36] NAJVAR, P. Raná výuka cizích jazyků v České republice na konci 20. století. Brno: Paido, 2010 (v tisku).
[37] Národní plán výuky cizích jazyků. Praha: MŠMT, 2006. Dostupný na http://www.msmt.cz/Files/PDF/JT010NPvyukyCJnaNet.pdf, [citováno 9. 3. 2010].
[38] OLLER, J., NAGATO, N. The long-term effect of FLES: An experiment. Modern Language Journal, 1974, s. 15–19. ISSN 0026-7902. | DOI 10.1111/j.1540-4781.1974.tb05072.x
[39] OLSON, L., SAMUELS, S. The relationship between age and accuracy of foreign language pronunciation. Journal of Educational Research, 1973, s. 263–267. ISSN 0022-0671. | DOI 10.1080/00220671.1973.10884476
[40] PIAGET, J. The Principles of Genetic Epistemology. New York: Basic Books, 1972.
[41] PIENEMANN, M., KEβLER, J. U., ROOS, E. (Hrsg.) Englischerweb in der Grundschule. Schöningh: UTB, 2006. ISBN 978-3-8252-2756-2.
[42] RAMSEY, C., WRIGHT, C. Age and second language learning. Journal of Social Psychology, 1974, s. 115–121. ISSN0022-4545. | DOI 10.1080/00224545.1974.9923189
[43] SEEBAUER, R. Fremdsprachen in der Grundschule, Schulpädagogische und psychologische Überlegungen. Wien: Mandelbaum, 1997. ISBN 978-3854760054.
[44] SCHUMANN, J. H. Affective factors and the problem of age in second language acquisition. Language Learning, 1975, s. 209–235. ISSN 0023-8333. | DOI 10.1111/j.1467-1770.1975.tb00242.x
[45] SINGLETON, D., RYAN, L. Language Acquisition: The Age Factor. Clevedon: Multilingual Matters Ltd., 2004. ISBN 978-1853597572.
[46] SKEHAN, P. A. Cognitive Approach to Language Learning. Oxford: OUP, 1998. ISBN 978-0194372176.
[47] SMITH, K., BRAINE, M. Miniature languages and the problem of language acquisition. In BREVER, T., WEKSEL, W. (Ed.) The Structure and Psychology of Language. New York: Holt, Rinehart and Winstion, 1972.
[48] Společný evropský referenční rámec pro jazyky. [online]. Dostupné z http://www.msmt.cz/mezi-narodni-vztahy/spolecny-evropsky-referencni-ramec-pro-jazyky, [cit. 30. 4. 2010].
[49] SPOLSKY, B. Conditions for Second Language Learning. Oxford: OUP, 1989. ISBN 978-0194370639.
[50] STERN, H. H. Fundamental Concepts of Language Teaching. Oxford: OUP, 1983.
[51] SWAIN, M. Bilingual education for the English-speaking Canadian. In ALATIS, J. E. (Ed.) International Dimensions of Bilingual Education: Georgetown University Round Table. Washington: Georgetown University Press, 1978. ISBN 087840113X.
[52] SWAIN, M. Linguistic expectations: core, extended and immersion programs. Canadian Modern Language Review, 1981, s. 486–497. ISSN 0008-4506. | DOI 10.3138/cmlr.37.3.486
[53] THOMPSON, I. Foreign accents revisited: The English pronunciation of Russian immigrants. Language Learning, 1991, s. 177–204. ISSN 0023-8333. | DOI 10.1111/j.1467-1770.1991.tb00683.x
[54] VANBOXTEL, S., BONGAERTS, T., COPPEN, P. A. Native-like attainment in L2 syntax. EUROSLA Yearbook, 2003, s. 157–181. ISSN 1568-1491.
[55] Výroční zpráva České školní inspekce za školní rok 2007/2008. Praha, 2009. Dostupné na http://www.csicr.cz/show.aspx?Lang=1&Theme=5&id=178&Section=4&Rubric=8, [citováno 9. 3. 2010].
[56] YAMADA, J., TAKATSUKA, S., KOTAKE, N., KURUSU, J. On the optimum age for teaching foreign vocabulary to children. International Review of Applied Linguistics in Language Teaching, 1980, s. 245–247. ISSN 0019-042X.
[2] AUDIN, L., LIGOZAT, M. A., LUC, C. Enseignement des langues vivantes au CM2. Paris: Institut National de Recherche Pédagogique, 1999. ISBN 2-7342-0641-2.
[3] AUSUBEL, D. A. Adults vs children in second language learning: Psychological considera-tions. Modern Language Journal, 1964, s. 420–424. ISSN 0026-7902. | DOI 10.1111/j.1540-4781.1964.tb04523.x
[4] BIRDSONG, D. Authenticité de prononciation en français L2 chez les apprenants tardifs anglophones: Analyses segmentales et globales. Acquisition et Interaction en Langue Etrangère, 2003, s. 17–36. ISSN 1243-969X.
[5] BLEY-VROMAN, R. W. What is the logical problem of foreign language learning? In GASS, S. M., SCHACHTER, J. (Ed.) Linguistic Perspectives on Second Language Acquisition. Cambridge: CUP, 1989. ISBN 978-0521378116.
[6] BLONDIN, C., CANDELIER, M., EDELENBOS, P., JOHNSTONE, P., KUBANEK-GERMAN, A., TAESCHNER, T. Foreign languages in primary and pre-school education: Context and outcomes. A review of recent research within the European Union. London: CILT, 1998. ISBN 978-1902031224.
[7] BROWN, H. D. Principles of Language Learning and Teaching. New York: Longman, 2000. ISBN 978-0130178169.
[8] BURSTALL, C., JAMIESON, M., COHEN, S., HARGREAVES, M. Primary French in the Balance. Windsor: NFERPublishing Company, 1974. ISBN 0856330523.
[9] CARROLL, J. B. The Teaching of French as a Foreign Language in Eight Countries. New York: Wiley, 1975. ISBN 978-0470136027.
[10] COOK, V. Second Language Learning and Language Teaching. London: Arnold, 2001. ISBN 978-0340761922.
[11] CUMMINS, J. Language, Power and Pedagogy: Bilingual Children in Crossfire. Clevedon: Multilingual Matters, 2000. ISBN 978-1853594731.
[12] CURTISS, S. Genie: A Psycholinguistic Study of a Modern-day 'Wild Child'. New York: Academic Press, 1977. ISBN 978-0121963507.
[13] DeKEYSER, R. Implicit and Explicit Learning. In DOUGHTY, C. J., LONG, M. H. (Ed.) The Handbook of Second Language Acquisition. Oxford: Blackwell Publishing, 2003, s. 313–348. ISBN 978-1405132817.
[14] EDELENBOS, P., JOHNSTONE, R., KUBANEK, A. The main pedagogical principles underlying the teaching of languages to very young learners: Languages for the children of Europe: Published Research, Good Practice & Main Principles: Final Report of the EAC 89/04, Lot 1 study. Místo vydání neuvedeno: European Commission, 2006.
[15] EKSTRAND, L. English without a book revisited: The effect of age on second language acquisition in a formal setting. In KRASHEN, S., SCARCELLA, R., LONG, M. (Ed.) Child-Adult Differences in Second Language Acquisition. Rowley, MA: Newbury House, 1982. ISBN 978-0883772065.
[16] ELLIS, R. Second Language Acquisition. Oxford: OUP, 1997. ISBN 978-0194372121.
[17] FLEGE, J., MUNRO, M., McKAY, I. Factors affecting degree of perceived foreign accent in a second language. Journal of the Acoustical Society of America, 1995, roč. 97, s. 3125–3134.
[18] GENELOT, S. Au detriment de quels cours cet apprentissage se fait-il? [online]. Les notes de l'iredu 96/4, 1996. [cit. 2006-03-13]. Dostupné z http://www2.ubourgogne.fr/IREDU/notes.htm.
[19] GENESEE, F. A comparison of early and late immersion programs. Canadian Journal of Behavioral Sciences, 1981, s. 115–128. ISSN 0008-400X. | DOI 10.1037/h0081168
[20] GUIORA, A. Z., BRANNON, R. C., DULL, C. Y. Empathy and second language learning. Language Learning, 1972, s. 111–130. ISSN 0023-8333. | DOI 10.1111/j.1467-1770.1972.tb00077.x
[21] HANUŠOVÁ, S., NAJVAR, P. Výuka cizího jazyka v raném věku. Pedagogická orientace, 2007, č. 3, s. 42–52. ISSN 1211-4669.
[22] HARLEY, B. Age in second language acquisition. Clevedon: Multilingual Matters, 1986. ISBN 9780887442698.
[23] HYLTENSTAM, K. Non-native features in near-native speakers: On the ultimate attainment of childhood L2 learners. In HARRIS, R. J. (Ed.) Cognitive Processing in Bilinguals. Amsterdam: Elsevier, 1992, s. 351–368. ISBN 978-0444889225.
[24] JOHNSON, J., NEWPORT, E. Critical period effects in second language learning: The influence of maturational state on the acquisition of ESL. Cognitive Psychology, 1989, s. 60–99. ISSN 0010-0285. | DOI 10.1016/0010-0285(89)90003-0
[25] KESSLER, C., IDAR, I. Acquisition of English by a Vietnamese mother and child. Working Papers on Bilingualism, 1979, s. 65–79. ISSN 0319-5171.
[26] Key Data on Teaching Languages at School in Europe. Brusells: Eurydice, 2005. ISBN 92-894-8681-3.
[27] KRASHEN, S. D. Fundamentals of Language Acquisition. Chicago: SRA/McGraw-Hill, 1992. ISBN 978-0658012235.
[28] KRASHEN, S. Lateralization, language learning, and the critical period: some new evidence. Language Learning, 1973, s. 63–74. ISSN 0023-8333. | DOI 10.1111/j.1467-1770.1973.tb00097.x
[29] LAMBERT, W. E., TUCKER, G. R. Bilingual Education of Children: The St. Lambert Experiment. Rowley: Newbury House, 1972. ISBN 978-0912066080.
[30] LENNEBERG, E. Biological Foundations of Language. New York: Wiley, 1967.
[31] LITTLEWOOD, W. Foreign and Second Language Learning. Cambridge: CUP, 1984. ISBN 978-0521274869.
[32] LOJOVÁ, G. Individuálne osobitosti pri učení sa cudzích jazykov. Bratislava: Univerzita Komenského, 2005. ISBN 8022320692.
[33] MACNAMARA, J. The cognitive strategies of language learning. In OLLER, J. W., RICHARDS, J. C. (Ed.) Focus on the Learner: Pragmatic Perspectives for the Language Teacher. Rowley: Newbury House, 1973. ISBN 978-0912066677.
[34] MAYBERRY, R. I. First-Language Acquisition After Childhood Differs From Second-Language Acquisition. In Journal of Speech and Hearing Research Online. [online] 1993; 36. Dostupné z http://jslhr.asha.org/cgi/content/abstract/36/6/1258, [cit. 2007-01-23]. ISSN 1258-1270.
[35] McCARTHY, M. Issues in Applied Linguistics. Cambridge: CUP, 2001. ISBN978-0521584876.
[36] NAJVAR, P. Raná výuka cizích jazyků v České republice na konci 20. století. Brno: Paido, 2010 (v tisku).
[37] Národní plán výuky cizích jazyků. Praha: MŠMT, 2006. Dostupný na http://www.msmt.cz/Files/PDF/JT010NPvyukyCJnaNet.pdf, [citováno 9. 3. 2010].
[38] OLLER, J., NAGATO, N. The long-term effect of FLES: An experiment. Modern Language Journal, 1974, s. 15–19. ISSN 0026-7902. | DOI 10.1111/j.1540-4781.1974.tb05072.x
[39] OLSON, L., SAMUELS, S. The relationship between age and accuracy of foreign language pronunciation. Journal of Educational Research, 1973, s. 263–267. ISSN 0022-0671. | DOI 10.1080/00220671.1973.10884476
[40] PIAGET, J. The Principles of Genetic Epistemology. New York: Basic Books, 1972.
[41] PIENEMANN, M., KEβLER, J. U., ROOS, E. (Hrsg.) Englischerweb in der Grundschule. Schöningh: UTB, 2006. ISBN 978-3-8252-2756-2.
[42] RAMSEY, C., WRIGHT, C. Age and second language learning. Journal of Social Psychology, 1974, s. 115–121. ISSN0022-4545. | DOI 10.1080/00224545.1974.9923189
[43] SEEBAUER, R. Fremdsprachen in der Grundschule, Schulpädagogische und psychologische Überlegungen. Wien: Mandelbaum, 1997. ISBN 978-3854760054.
[44] SCHUMANN, J. H. Affective factors and the problem of age in second language acquisition. Language Learning, 1975, s. 209–235. ISSN 0023-8333. | DOI 10.1111/j.1467-1770.1975.tb00242.x
[45] SINGLETON, D., RYAN, L. Language Acquisition: The Age Factor. Clevedon: Multilingual Matters Ltd., 2004. ISBN 978-1853597572.
[46] SKEHAN, P. A. Cognitive Approach to Language Learning. Oxford: OUP, 1998. ISBN 978-0194372176.
[47] SMITH, K., BRAINE, M. Miniature languages and the problem of language acquisition. In BREVER, T., WEKSEL, W. (Ed.) The Structure and Psychology of Language. New York: Holt, Rinehart and Winstion, 1972.
[48] Společný evropský referenční rámec pro jazyky. [online]. Dostupné z http://www.msmt.cz/mezi-narodni-vztahy/spolecny-evropsky-referencni-ramec-pro-jazyky, [cit. 30. 4. 2010].
[49] SPOLSKY, B. Conditions for Second Language Learning. Oxford: OUP, 1989. ISBN 978-0194370639.
[50] STERN, H. H. Fundamental Concepts of Language Teaching. Oxford: OUP, 1983.
[51] SWAIN, M. Bilingual education for the English-speaking Canadian. In ALATIS, J. E. (Ed.) International Dimensions of Bilingual Education: Georgetown University Round Table. Washington: Georgetown University Press, 1978. ISBN 087840113X.
[52] SWAIN, M. Linguistic expectations: core, extended and immersion programs. Canadian Modern Language Review, 1981, s. 486–497. ISSN 0008-4506. | DOI 10.3138/cmlr.37.3.486
[53] THOMPSON, I. Foreign accents revisited: The English pronunciation of Russian immigrants. Language Learning, 1991, s. 177–204. ISSN 0023-8333. | DOI 10.1111/j.1467-1770.1991.tb00683.x
[54] VANBOXTEL, S., BONGAERTS, T., COPPEN, P. A. Native-like attainment in L2 syntax. EUROSLA Yearbook, 2003, s. 157–181. ISSN 1568-1491.
[55] Výroční zpráva České školní inspekce za školní rok 2007/2008. Praha, 2009. Dostupné na http://www.csicr.cz/show.aspx?Lang=1&Theme=5&id=178&Section=4&Rubric=8, [citováno 9. 3. 2010].
[56] YAMADA, J., TAKATSUKA, S., KOTAKE, N., KURUSU, J. On the optimum age for teaching foreign vocabulary to children. International Review of Applied Linguistics in Language Teaching, 1980, s. 245–247. ISSN 0019-042X.