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

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, 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.

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，會傾向選擇外籍教員的兒童家長是因為他們認為外籍先生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扶助他們的小孩通過重要的大學入學測驗。

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?

淺談兒童英語教育 – 迷思篇

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.

「說話學習要害期理論」曩昔被認為提早學習英語的根基理論，這個理論告訴華頓翻譯公司們孩子必需在某個年數(關頭期間)之前學習英語，不然未來的進修成就有限。這個理論後來被證實並不是事實。

我小我認為最重要的，是要選擇一名認識孩子進修成長與講授法的先生，有良多英語系及非英語系的英文先生，受過足夠的師資訓練，也領會孩子的學習需求，他們才是孩子的英語教室裡所需要的人翻譯此外，教員當然要有足夠的英語能力教導孩子翻譯不外，我還是強調研究報告顯示，與來自英語系國度的先生相比，非英語系國度的老師反而是比較好的教員。

Caroline Teresa Linse 美國哈佛大學教育碩士及博士

事實上，除發音以外，比力有效的進修是在年數較長以後産生的。就發音而言，孩子提早進修英語或其他語言的發音確切是有益的翻譯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。

固然提早學習外語有很多益處，可是除了發音可以從小學習起以外，事實受騙孩子年數大一點時，反而更善於進修說話翻譯學習及熟悉第二說話，確切有利於心智方面的發展，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示。

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?

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，比單一說話教育的同儕更為蓬勃，也就是說，接管雙語教育的孩子腦部智力有更多元的成長。

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, 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.

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.

很多家長認為外籍英語先生比中籍老師好，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?

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.

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，非母語人士是比較好的外國說話先生。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語言的進修過程，且較能意識英語的語言運作體例，英語為母語的人通常缺乏對於英語說話系統及劃定規矩的領會。第二：英語非母語的人較能體味進修者的文化靠山，是以較能肯定教室中所採用的勾當是符合學習者的文化佈景。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而且能找到方式降服翻譯