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「說話進修關頭期理論」曩昔被認為提早進修英語的根基理論，這個理論告知天成翻譯公司們孩子必需在某個年數(關鍵時期)之前學習英語，否則未來的進修成績有限。這個理論後來被證實並非事實翻譯

外師好?照樣中師好?

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.

很多家長認為外籍英語教員比中籍教員好，曾在韓國及其他亞洲國度任教的您有何見解? 外籍及中籍老師個有甚麼長處?

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.

研究告訴發現，一般而言，英語非母語人士與英語母語人士相較，非母語人士是比較好的外國語言老師。此中有幾個緣由，第一：英語非母語的人曾歷經一段英語為外國說話的進修進程，且較能意識英語的說話運作體式格局，英語為母語的人通常缺少對於英語語言系統及規則的了解。第二：英語非母語的人較能體會學習者的文化靠山，因此較能確定教室中所採用的舉止是合適進修者的文化佈景。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並且能找到方式克服。

近來我在韓國，針對家長對於外籍及韓籍英語教員的選擇意願進行了一番研究翻譯闡發的成績顯示，會偏向選擇外籍教員的兒童家長是因為他們認為外籍教員可以協助孩子進修正確的發音翻譯然而，國高中生的家長卻相信只有韓籍先生才能幫助他們的小孩通過重要的大學入學考試。

接受雙語教育的孩子往往比單一語言教育的孩子有解決問題的能力，那些英語學習成績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達，也就是說，接受雙語教育的孩子腦部智力有更多元的成長。

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, 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.

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翻譯社 or any other language, 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.

事實上，除了發音之外，比較有用的學習是在年紀較長以後産生的。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。從幼齡起頭學習英語的孩子，對照容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.

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?

固然提早進修外語有很多益處，可是除發音可以從小進修起之外，事實受騙孩子年紀大一點時，反而更善於進修說話翻譯進修及熟悉第二說話，確實有利於心智方面的成長，具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。

我個人認為最重要的，是要選擇一位了解孩子進修發展與教學法的老師，有良多英語系及非英語系的英文教員，受過足夠的師資練習，也領會孩子的進修需求，他們才是孩子的英語教室裡所需要的人翻譯此外，老師固然要有足夠的英語能力教導孩子。不過，我照舊強調研究陳述顯示，與來自英語系國度的教員比擬，非英語系國度的先生反而是比較好的先生。

Q1: Like other countries in the world翻譯社 it is believed in Taiwan that it’s more beneficial to learn a second language when a child is very young. Would you please share your view with us on this based on your personal teaching experience?

@ 本文節錄自 " Hello!! E.T" 56th期 (November翻譯社 2009)