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Article
Impact of Foreign Language Learning on Children’s Language Competence
Author(s)
QI Wen-hui
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DOI:10.17265/1539-8080/2016.03.004
Affiliation(s)
Nanjing Normal University, Nanjing, China; Nanjing Forestry University, Nanjing, China
ABSTRACT
The impact of foreign languages (mainly English) learning on children’s language development has always been a hot issue in China. There is still no consensus on the idea whether the earlier children learn a foreign language, the better their language competence will be. Some scholars even worry about that early English language learning for Chinese young children will lead to a series of problems: the absence of mother tongue, the crisis of cultural identity, the lack of study motive, the lost of study desire, the increase of frustration, and the poor learning effect, etc. This paper studies the impact of foreign language learning on children’s language competence from the five elements of metalinguistic awareness: phonological awareness, orthographic awareness, word awareness, syntactic awareness, and pragmatic awareness, including the promotion function, the interpretation mechanism, and the positive influence on basic language abilities, so as to find out the impact factors for foreign language learning and provide valuable reference for the establishment of foreign language educational policy and system in China.
KEYWORDS
foreign language learning, children’s language competence, metalinguistic awareness, promotion function, interpretation mechanism
Cite this paper
References
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Gathercole, S. E. (2006). Nonword repetition and word learning: The nature of the relationship. Applied Psycholinguistics, 27, 513-543.
Gathercole, S. E., Willis, C., & Baddeley, A. D. (1991). Differentiating phonological memory and awareness of rhyme: Reading and vocabulary development in children. British Journal of Psychology, 82, 387-406.
Gawlitzek-Maiwald, I., & Tracy, R. (1996). Bilingual bootstrapping. Linguistics, 34, 901-926.
Genesee, F., Boivin, I., & Nicoladis, E. (1996). Talking with strangers: A study of bilingual children’s communicative competence. Applied Psycholinguistics, 17, 427-442.
GONG, S. Y., & PENG, D. L. (2005). Advances in the researches on development of syntactic awareness and the relationship between syntactic awareness and reading comprehension. Psychological Science, 3, 54-756.
Goswami, U., Wang, H. L., Cruz, A., Fosker, T., Mead, N., & Huss, M. (2010). Language-universal sensory deficits in developmental dyslexia: English, Spanish, and Chinese. Journal of Cognitive Neuroscience, 7, 1-13.
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GUI, S. C. (2012). Say “no” to the fashion of starting to teach English in the kindergarten. Foreign Languages in China, 1, 41-47.
Heinlein, B. K., Burns, C. T., & Werker, F. J. (2010). The roots of bilingualism in Newborns. Psychological science, 21(3), 343-348.
Homer, B., & Olson, D. (1999). Literacy and children’s conception of words. Written Language and Literacy, 2(1), 113-140.
Hsu, C. H., Tsai, J. L., Lee, C. Y., & Tzeng, O. J. (2009). Orthographic combinability and phonological consistency effects in reading Chinese phonograms: An event-related potential study. Brain and Language, 108, 56-66.
HU, M. X. (2007). Implementation of training speech act pragmatic awareness in Comprehensive English textbooks. Foreign Languages Research, 4, 65-69.
HU, X. Y., & Bai, X. J. (2008). Neural basis of bilingual control and implications for second language education. Studies of Psychology and Behavior, 6(1), 70-74.
Jarrold, C., Thron, A., & Stephens, E. (2009). The relationships among verbal short-term memory, phonological awareness, and new word learning: Evidence from typical development and down syndrome. Journal of Experimental Child Psychology, 102(2), 196-218.
Karmiloff-Smith, A., Grant, J., Sims, K., Jones, M. C., & Cuckle, P. (1996). Rethinking metalinguistic awareness: Representing and accessing knowledge about what counts as a word. Cognition, 58, 197-219.
Kaushanskaya, M., & Viorica, M. (2009). The bilingual advantage in novel word learning. Psychonomic Bulletin & Review, 16, 705-710.
Lanvers, U. (2001). Language alternation in infant bilinguals: A developmental approach to code switching International Journal of Bilingualism, 5, 437-464.
Lanza, E. (1997). Language contact in bilingual two-year-olds and code-switching: Language encounters of a different kind? International Journal of Bilingualism, 1, 135-162.
Lee, C. Y., Huang, H. W., Kuo, W. J., Tsai, J. L., & Tzeng, O. J. L. (2010). Cognitive and neural basis of the consistency and lexicality effects in reading Chinese. Journal of Neurolinguistics, 23, 10-27.
Lee, C. Y., Tsai, J. L., Chan, W. H., Hsu, C. H., Hung, D. L., & Tzeng, O. J. (2007). Temporal dynamics of the consistency effect in reading Chinese: An event-related potentials study. Neuroreport, 18, 147-151.
Lee, C. Y., Tsai, J. L., Chiu, Y. C., Tzeng, O. J. L., & Hung, D. L. (2006), The early extraction of sub-lexical phonology in reading Chinese pseudocharacters: An event-related potentials study. Language and Linguistics, 7, 619-636.
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