| 论双语教学的心理学基础 |
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| 引用本文： | 李慧明.论双语教学的心理学基础[J].北华大学学报(社会科学版),2005,6(2):28-30. |
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| 作者姓名： | 李慧明 |
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| 作者单位： | 吉林俄语专修学院,吉林,长春,130052 |
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| 摘 要： | 双语与认知发展的关系及其对外语教学的影响一直是心理学家和语言学家广泛关注的一个重要问题.本文从语言心理学和认知心理学的角度,介绍了双语获得的认知过程及其与外语教学的关系.指出不同的双语者在学前期、青少年期及成年期可能产生不同的学习效果和语言能力,以及双语者的认知优势.
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| 关 键 词： | 双语 认知发展 认知优势 |
| 文章编号： | 1009-5101(2005)02-0028-03 |
| 修稿时间： | 2005年2月21日 |
The Psychological Basis of Bilingual Education |
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| LI Hui-ming.The Psychological Basis of Bilingual Education[J].Journal of Beihua University(Social Sciences),2005,6(2):28-30. |
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| Authors: | LI Hui-ming |
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| Abstract: | The relationship between bilingual education and cognition development and its influence to foreign language teaching is the focus of psychologists and linguists. This article introduces the cognition process of bilingual acquisition and its relation with foreign language teaching from the perspective of psycholinguistics .It shows that different bilingual learners have different effects and language abilities at the stage of preschool, teenage and adulthood. It also shows bilingual learners' cognitive privilege. |
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| Keywords: | Bilingual Cognition development Cognition advantage |
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