Article
| Title: | Fenomén času v učení se cizím jazykům |
| Variant title: | Time in learning foreign languages |
| Author: | |
| Source document: | Studia paedagogica. 2010, vol. 15, iss. 1, pp. [65]-83 |
| Extent: | [65]-83 |
| ISSN: | 1803-7437 (print); 2336-4521 (online) |
| Type: | Article (Czech) |
| Stable URL: | http://hdl.handle.net/11222.digilib/115356 |
| License: |
PDF
Abstract(s):
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.
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.
Keywords:
výuka angličtiny; raná výuka cizích jazyků; primární škola
teaching English as a foreign language; early foreign language instruction; primary school
teaching English as a foreign language; early foreign language instruction; primary school
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