Critical Period Effects in Second Language Acquisition: The Effect of Written versus Auditory Materials on the Assessment of Grammatical Competence†
Critical Period Effects in Second Language Acquisition: The Effect of Written versus Auditory Materials on the Assessment of Grammatical Competence†
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第二语言习得的关键期效应：书面材料与听觉材料对语法能力评估的影响†
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发表时间：
1992
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影响因子：
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通讯作者：
Jacqueline S. Johnson
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作者：
Jacqueline S. Johnson
目前的研究支持第二语言语法习得存在一个关键期。在一项研究中，研究人员使用听觉语法判断任务（约翰逊和纽波特，1989年）对不同年龄来到美国的汉语和韩语母语者的英语语法知识进行了测试。受试者只有在作为学生或学者在美国生活多年后才接受测试。本研究问是否表现较差的老年人是由于他们的英语语法困难，或仅仅是由于与听觉任务的语法外属性。参与早期研究的同一批受试者在一年后接受了同一测试的不计时书面版本的测试。到达美国的年龄与笔试成绩之间仍然存在很强的负相关性：所有到达美国的年龄段的受试者的r=-0.54;成年前到达美国的受试者的r=-0.73。表现是更高的书面版本比听觉版本，但只有老年人抵达。较早的正式课堂培训提高了成年人的表现在笔试的可能性进行了讨论。
Current research has supported the existence of a critical period for the acquisition of the grammar of a second language. In one study, native speakers of Chinese and Korean, who had arrived in the U.S. at varying ages, were tested on their knowledge of English grammar using an auditory grammaticality judgment task (Johnson & Newport, 1989). Subjects were tested only after having lived in the U.S. for many years as students or academicians. The present study asks whether the poorer performance exhibited by the older arrivals was due to their difficulty with English grammar or merely due to extragrammatical properties associated with an auditory task. The same subjects who participated in the earlier study were tested a year later using an untimed written version of the same test. A strong negative correlation was still observed between age of arrival and performance on the written test: r=-.54 for subjects of all ages of arrival; r=-.73 for subjects who arrived to the U.S. before adulthood. Performance was higher on the written version than on the auditory version, but only for the older arrivals. The possibility that earlier formal classroom training boosted the adult arrivals’ performance on the written test is discussed.