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出生證明翻譯公證

       吳旻交         現任北愛爾蘭皇后大學TESOL研究所講師

如同其他國家，台灣大大都人都認為孩子越早學習第二外語越好，您的看法是?

In the past, the Critical Age Hypothesis served as the rationale for very early introduction of English instruction. The Critical Age Hypothesis basically tells us that children must learn English before a certain age (The Critical Period) or they will not be as successful later on. This hypothesis has proven not to be true.  Individuals who study English at an older age are actually more efficient languages learners, except in the area of pronunciation. For pronunciation there is a clear advantage for children to start learning English, or any other language翻譯社 at a very young age. Children who start learning English when they are very young have less trouble learning to pronounce sounds which do not exist in their home or primary language.

Q2：Many parents believe that foreign teachers are better English teachers than Taiwanese teachers. What’s your view on this as a foreign teacher in Korea and other Asian countries? What are the benefits of foreign teachers and Taiwanese teachers?

Research has found that non-native speakers of English are generally better teachers of English as a foreign language than are native English speakers. There are a number of reasons for this. First, non-native speakers have gone through the process of learning English as an additional language and often have a better awareness of how the English language system works. Native speakers too often lack this detailed, analytical understanding of the rules and systems. Secondly翻譯社 non-native speakers often have a better sense of the learners’ cultural background and are able to make sure that classroom activities are culturally appropriate. Finally, non-native speakers of English know from first hand experience the challenges that learners face and have discovered ways to overcome these challenges.

雖然提早進修外語有許多好處，可是除了發音可以從小學習起以外，事實上當孩子年紀大一點時，反而更善於進修語言翻譯學習及熟悉第二語言，確實有益於心智方面的發展，擁有雙語能力的孩子和單語能力的孩子相較，雙語能力的孩子在解決問題方面有較優良的表現。

Children who have been in bilingual education programs often perform better on problem-solving tasks than children who haven’t been in bilingual programs. Children who achieve a high level proficiency in English and can be classified as bilingual, have regions of the brain which are more developed than their monolingual peers. Children who are bilingual have been shown to have more cognitive elasticity.

近來我在韓國，針對家長對於外籍及韓籍英語老師的選擇意願進行了一番研究。闡發的結果顯示，會傾向選擇外籍先生的兒童家長是因為他們認為外籍老師可以協助孩子學習准確的發音。然而，國高中生的家長卻相信只有韓籍老師才能匡助他們的小孩通過重要的大學入學測驗。

很多家長認為外籍英語老師比中籍老師好，曾在韓國及其他亞洲國度任教的您有何看法? 外籍及中籍老師個有甚麼長處?

我小我認為最重要的，是要選擇一名了解孩子進修成長與教學法的先生，有很多英語系及非英語系的英文先生，受過足夠的師資練習，也了解孩子的進修需求，他們才是孩子的英語教室裡所需要的人。此外，先生固然要有足夠的英語能力教訓孩子。不外，我仍是強調研究呈文顯示，與來自英語系國度的先生比擬，非英語系國度的先生反而是對照好的教員。

A：As I mentioned earlier in one of the previous articles that there are advantages to learning English at an early age even tough, except for pronunciation, children are not as good at learning languages as older learners. There are cognitive advantages to learning and knowing a second a language. Children who are bilingual do better on problem solving tasks than children who are not bilingual.

「語言進修關鍵期理論」過去被認為提早學習英語的基本理論，這個理論告知天成翻譯公司們孩子必須在某個年紀(環節時期)之前進修英語，不然未來的進修成績有限。這個理論後來被證實並不是事實翻譯

外師好?還是中師好?

接管雙語教育的孩子常常比單一語言教育的孩子有解決問題的能力，那些英語進修成就高並在雙語教育下成長的孩子們，他們腦部的某些區域，比單一語言教育的同儕更為發財，也就是說，接受雙語教育的孩子腦部智力有更多元的發展翻譯

研究報告發現，一般而言，英語非母語人士與英語母語人士相較，非母語人士是對照好的外國說話教員。其中有幾個緣由，第一：英語非母語的人曾歷經一段英語為外國語言的進修進程，且較能意識英語的語言運作體式格局，英語為母語的人通常缺乏對於英語說話系統及規則的認識。第二：英語非母語的人較能體會進修者的文化靠山，因此較能肯定教室中所採用的勾當是合適進修者的文化靠山。最後，英語非母語的人由於本身的經驗，比力熟知學英語時所面對到的挑戰而且能找到方式戰勝翻譯

事實上，除發音以外，比力有用的進修是在年數較長以後産生的翻譯就發音而言，孩子提早進修英語或其他說話的發音確切是有益的。從幼齡起頭進修英語的孩子，比力輕易發一些母語中不存在的音。

In my opinion what matters the most is having teachers who understand the developmental and pedagogical needs of young learners. There are many native and non-native speakers who have received training and understand the needs of children. There are the individuals who should be in children’s classrooms. In addition, it is important that the teachers have a sufficient amount of English to be able to teach young children. However, it should be pointed out that research tells us that non-native speakers of English are better teachers of English than Native English speakers.

A：Recently, I conducted a study, in Korea where I asked if parents preferred native or non-native speakers of English to teach their children. Upon analysis and reflection it was revealed that parents of younger children preferred native English speakers because they felt that the native English speakers helped the children to acquire better English language pronunciation. However翻譯社 parents of middle and high school teachers only trusted non-native (Korean) speakers of English to prepare their sons and daughters for the even important university English language admission tests.

淺談兒童英語教育 – 迷思篇