語言學習的環境與機制

Abstract

本文首先討論臺灣的英語學習環境，接著介紹語言學習的機制，並探討音韻在語言學習過程中的重要性，最後再提出幾點建議。我們的結論如下: 國小現階段的英語教學，在缺乏第二語言的環境下，有小朋友們的母語已經定型的情況下，學校所能教的已經很有限，再加上走出教室之後又沒什麼機會去練習，要 把語言學好，其實並不容易。所幸人腦有很大的可塑性，特吸在十五、六歲之前，是學習任何東西的最佳時機。以國小英語而言，不論是三、四年級，或五、六年 級，都可借助腦神經的理論，來發揮最佳的教學效果。只要有良好的語料和足夠的接觸就可以讓小朋友的大腦去架構新的神經網路，特別是音律音韻網路的架構，以 奠定良好的基礎。

This paper first discussed the English learning environment in Taiwan, then explores the neurological mechanism in language learning, and finally presents some suggestions as to the teaching of English to elementary school children in Taiwan. As English is a foreign language in Taiwan, it is rather difficult to implement a curriculum to facilitate the acquisition of this language in formal settings. However, from the way our brain develops and works, it is still possible for youngsters to acquire a foreign language given enough input and exposure. It is suggested that the teacher use proper means to arouse the learners' attention and to provide opportunities for practice. Of special importance is the emphasis on the learning of phonology because it is the foundation for the learning of other linguistic aspects.