“优秀”儿童英语学习者之社会文化研究

摘要

Drawing upon the sociocultural perspective and recent studies of child second language acquisition (child SLA ) and teaching English for young learners (TEYL) , this one-year study adopts the case study method to provide a “thick description” of the English education for ten outstanding young learners from different learning contexts in urban Beijing . Interviews , observations and document analysis are conducted in the study . The study aims to investigate the sociocultual factors that affect child SLA in the foreign language (FL ) context and to identify the commonalities of high-level young FL learners . Results of the study indicate the following sociocultural factors affecting child language learning : (1) the macro level factors : the social context and parental education beliefs , which determines child language exposure ; (2) the micro level factors : structured input of authentic language and the cultural experience , which have long-term effect on language learning . High-level young FL learners are found to share more commonality at the micro level .%研究立足于儿童二语习得和儿童英语教学的研究现状，采用个案研究方法，从社会文化视角对来自北京城区的10位英语成绩优秀的儿童进行了为期一年的跟踪访谈、观察和实物分析，旨在探究外语环境中影响儿童二语习得的社会文化因素和高水平儿童外语学习者的共性。研究发现影响儿童外语学习的宏观社会文化因素主要有两个层面：（1）宏观层面：社会环境和家长教育理念对儿童英语语言接触的决定作用；（2）微观层面：语言接触中真实语言的系统输入和文化体验的长效性。其中，微观层面为高水平儿童外语学习者的共性。