幼兒階段語言學習的本末先後

The Priority of Language Learning for Young Children

我國教育部突然預告要修改《幼兒教保及照顧服務實施準則》規定，形同開放在幼兒園進行分科外語教學。此一決定攸關幼兒教育的基礎，引發熱烈討論。本文回歸幼兒發展和學習的相關學理依據，並檢視第二語及外語教學相關實徵研究，建議相關單位與家長，應先認清母語和外語學習環境條件的差異性；認清幼兒階段，最自然的學習方式不是顯性課室直接教學，而是沉浸式的隱性方式習得，但這需要豐富語言環境，只適合本國語言，無法適用於外語的學習；等到孩童認知能力發展到相當階段，再進行顯性有系統的學習，仍可以高效率地迎頭趕上，最後讓本國語文及外語能力可以相輔相成。幼兒時期實不必為外語學習急於一時。如果一定要提早給幼兒接觸外語，只能在統整活動中適時部分融入，引起孩童的注意及好奇，作為將來學習的基礎，避免揠苗助長。

"The Ministry of Education’s sudden announcement to revise the 'Implementation Regulations Governing Early Childhood Education and Childcare Services' has technically legalized the teaching of English as a subject in preschool. This decision has a serious impact on the foundation of solid preschool education and has sparked heated discussions. This article reviews the theoretical basis for the development and learning of children, and examines the empirical studies of foreign language vs. second language learning. The suggestion is made to recognize the difference between the learning of the mother tongue and the foreign language. During early childhood, language develops not as a result of explicit classroom learning, but of the immersive implicit acquisition, which requires a rich language environment. This is suitable for the acquisition of the native language, but definitely not foreign language learning. Adolescents, with more sophisticated cognitive competence, can benefit from explicit and systematic learning and learn the foreign language in a more efficient manner, so finally the native language and foreign language are both developed in complementation with each other. There is no need to rush for foreign language learning in early childhood. For some initial experience with foreign language, a limited amount of foreign language may be incorporated in integrated activities in preschool just to arouse the curiosity and interest, to serve as a basis for future learning. Still, care must be taken to avoid spoiling the learning by pushing too hard."