本科畢業(yè)設(shè)計（論文）Coping Strategies for Preschool Children to Transit the Silent Period of English Studying

ContentsTOC\o"1-2"\h\uAbstract I摘要 IIIntroduction 11TheSilentPeriod 31.1TheTheoreticalBackgroundofSilentPeriod 31.2SilentPeriodinChildren’sEnglishLearning 41.3ThePhenomenonofSilentPeriodinChildren’sEnglishLearning 52DifferencebetweentheSilentPeriodandClassroomSilence 72.1Distinguishing“ClassroomSilence”from“SilentPeriod” 72.2TheInfluenceofSilentPeriodonChildren’sEnglishLearning 83TheReasonsoftheSilentPeriod 103.1LanguageEnvironmentFactors 103.2EmotionalFactors 123.3AgeFactors 133.4InputOrderandAcquisitionOrder 154MeanstoShortentheSilentPeriod 174.1UnderstandingtheCharacteristicsofChildren’sEnglishLearning 174.2GraspingFamilyEnglishEducation 184.3UsingAudio-visualReadingResourcesBetter 194.4PromotingChildrentoCommunicate 214.5Teaching

Students

According

to

Their

Aptitude 224.6PayingAttentiontoChildren’sEnglishEnlightenment 23Conclusion 26Bibliography 28Acknowledgments 30AbstractWiththeglobalizationofeconomy,English,asthemostimportantuniversallanguageofinternationalcommunication,playsanirreplaceablekeyroleinthemedium.Sincethereformandopenpolicy,notonlytheChina’snationalpowerhasincreasedrapidly,butalsotheglobaleconomicstatushasrisensteadily.ThereforeitisobjectivelyrequiredtoformulateandimplementanationalstrategyofEnglisheducationthatmatchesitspositionasagreatpower,soastogenerallyimprovetheEnglishabilityofthewholepeople.ThusitcanbeobservedlearnEnglishwellisveryimportant.Accordingtoresearch,earlychildhoodisthebesttimetolearnalanguage.Basedontheadvantagesofchildren’slearningEnglish,today’sEnglishlearningisbecomingmoreandmoreyouth,andawiderangeofchildren’sEnglisheducationishot.EarlychildhoodEnglisheducationisalsowidelyconcernedbyallwalksoflife,especiallyparents,andparentshavegreatexpectationsforchildren’sEnglishlearning.However,withtherapiddevelopmentofEnglisheducationforchildren,therearealsosomeproblems.Itisfoundthatmostchildrenhavetheproblemofnotspeaking(silentperiod)atthebeginningoflearningEnglish.Theresearchshowsthatparentshavegreatexpectationsforchildren’sEnglishlearning,whichwillmakechildrenundertoomuchpressuretolearnEnglish,whichisoneofthereasonswhymostchildrenaresilentfortoolongwhentheystarttolearnEnglish.Firstly,thispaperfocusesonthephenomenonof"silentperiod"whenmostchildrenbegintolearnEnglish.Byreferringtotherelevantdataof"silentperiod"whenchildrenlearnEnglish,thispaperanalyzesthecausesofchildren'ssilentperiodandtheperformancecharacteristicsofchildreninthesilentperiod.Secondly,itdiscussestheinfluenceofthesilentperiodonchildren'sEnglishlearning.Finally,findoutthewaytoshortenthesilentperiod.Letchildren'sEnglisheducationreturntotheoriginofcultivatingandimprovingtheirabilityofusingEnglishandlayasolidfoundation.Keywords:Englishlearning;children’sEnglish;silentperiod摘要隨著經(jīng)濟的全球化，英語作為最重要的國際通用語言，發(fā)揮著不可替代的關(guān)鍵性媒介作用。我國經(jīng)過數(shù)十年的改革開放，國力迅速增強、國際經(jīng)濟地位穩(wěn)步提升,客觀上要求制定并實施與其大國地位相匹配的英語教育國家戰(zhàn)略，普遍提高全民的英語能力,因此學好英語就變得尤為重要。據(jù)研究調(diào)查表明，幼兒階段是學習語言的最佳時機?；谟變洪_始學習英語的種種優(yōu)勢，當今的英語學習呈現(xiàn)出了越來越低齡化這一現(xiàn)象，并產(chǎn)生了大范圍的幼兒英語教育熱。幼兒英語教育也受到社會各界特別是家長的廣泛關(guān)注，并且家長對幼兒的英語學習抱有極大的期望。但是在幼兒英語教育欣欣向榮的同時問題也隨之而來。其中就發(fā)現(xiàn)大部分幼兒在剛開始學習英語時存在著不開口說話（沉默期）這一問題。經(jīng)過研究表明，由于家長對幼兒英語學習抱有極大的期望，這會使幼兒學習英語的壓力過大，這也是導致大多數(shù)幼兒在剛開始學習英語時沉默期過長的原因之一。本論文首先圍繞大部分幼兒剛開始學習英語時存在著“沉默期”這一現(xiàn)象展開，通過查閱幼兒學習英語“沉默期”的相關(guān)資料，分析幼兒出現(xiàn)沉默期的原因和幼兒在沉默期中的表現(xiàn)特點。其次再探討沉默期對幼兒學習英語所產(chǎn)生的影響。最后針對沉默期產(chǎn)生的原因找出解決辦法。讓幼兒英語教育回歸培養(yǎng)和提升英語運用能力的本源，打牢基礎(chǔ),只有這樣才能真正做到贏在起點。關(guān)鍵詞：英語學習；幼兒英語；沉默期IntroductionForthesakeofeconomicdevelopmentandculturaltwo-waycommunication,thestatevigorouslycultivatesEnglishtalents.Theageof3-6isthegoldenageofhumanlanguagedevelopment.Inthisperiod,ifteachersusethecorrectEnglishEnlightenmentstrategy,itwillpromotethedevelopmentofchildren’sEnglishlanguageabilityandlayagoodfoundationfortheirsubsequentEnglishlearning.Sincethe1990s,earlychildhoodEnglisheducationhasgraduallybeensoughtafterinChina.BothfamiliesandeducationalinstitutionshavedevotedgreatenthusiasmtoearlychildhoodEnglishschooling.BilingualeducationinkindergartensandimmersionEnglisheducationforearlychildrenhasbecomethemainstreamformofEnglisheducationforchildrenintoday’ssociety.BilingualeducationinkindergartensandimmersionEnglisheducationforearlychildrenhasbecomethemainstreamformofEnglisheducationforchildrenintoday’ssociety.Asweallknow,pronunciationisthebasisofEnglishlearning.Onlybymasteringthespecificandstandardizedpronunciationcanbeteachersgraduallystarttolearngrammarandpragmatics.Moreover,thespecialstressedpronunciationinEnglishmakesthesimplechangeofpronunciationcausethechangeofthewholesentencemeaning.ItcanbeobservedthatonlybylearningthecorrectpronunciationcanstudentslearnEnglishwell.IntheprocessoflearningEnglish,childrenareinneedofaconsciousorunconsciouslisteningpracticefirst.Onlyletchildrengothroughthisperiodofsilenceindependently,andchoosetospeakEnglishindependently.Theeffectwillbemuchbetterthanthosewhoignorethisperiodofsilence.Therefore,intheprocessofchildren’sEnglishlearning,teachersshouldmakegooduseofthisperiodofsilenceandchoosemoremodestandinterestingEnglishmaterialsfortheminclass.Thisprocesscannotonlygraduallyincreasetheamountoflisteningvocabularyreceivedbychildren,butalsostimulatechildren’smultiplesenses,whicharebeneficialtothedevelopmentofchildren’ssocialization.Therefore,themajorityofparentsandteachersshouldgraspthesilentperiodofchildren’sEnglishlearning.Atthistime,theirlisteninglevelismoresusceptiblethanusual.Intheprocessofrepeatedlistening,theywillbegraduallyandnaturallyfromtheEnglishtone.Continuouslisteningmakeschildrenhaveacertaindegreeofmasteryoftherulesandhabitsofpronunciation.Atthistime,whenchildrenendtheirsilentperiod,andthenteachthemnormalEnglishphoneticsymbols,theywillfindthattheywillbeeasierandfastertomasterthespellingrulesofphoneticsymbolsthantheirpeers,andevenbeabletoreadsimplewordsandshortsentences.Thefirstchaptermainlyintroducesthetheoreticalbackgroundofthesilentperiod,tofigureoutwhatthesilentperiodis.“Silentperiod”mainlyreferstotheperiodoftimewhenthelearnersdonothavesufficientabilitytospeak,asshortasafewhours,aslongasmonthsorevenlonger.Afterthat,thephenomenonofthesilentperiodinchildren’sEnglishlearningwillpavethewayforthenextchaptertodistinguishbetweenthesilentperiodandclassroomsilence.Thesecondchaptermainlydistinguishesbetweenthesilentperiodandclassroomsilence.Students’silenceinclassdoesnotnecessarilythattheyarenotactive.Itispossiblethatstudentsareintheprocessofaccumulatinginput.WhenchildrenarelearningEnglishinasilentperiod,theywillnotliketoopentheirmouthinclass.Differentinformationconveyedbydifferentsilencecanplaydifferentrolesinthecorrectjudgmentofteaching.Teachersneedtocorrectlydistinguishbetweenclassroomsilenceandthesilentperiod,whichcansolvethecorrespondingproblemsmorepertinently.Thethirdchaptermainlyanalyzesthereasonsforchildren’ssilentperiodinlearningEnglishfromthreeaspects:languageenvironment,emotionalfactors,ageandinputorderandacquisitionorder.Thefourthchaptermainlythroughtheaboveanalysisofthereasons,combinedwiththecharacteristicsofchildren’slanguagelearningtodealwiththeproblemofthesilentperiodwhenchildrenlearnEnglish.Forexample:choosevisualenlightenmentresources,collectanduseoralmaterialsclosetolifeandcreateagoodclassroomatmosphereetc.

1TheSilentPeriodSilentperiodisaverycrucialperiodforlearnerstobuilduptheirlanguageability.ItcanbeviewedonthecollegestudentswhohavestudiedEnglishformorethantenyearsthattheexaminationorientededucationinChinahasaprofoundimpactonstudent’slearningstateofEnglish.Everyonepaystoomuchattentiontothewrittenthings,thusignoringlisteningandspeaking.WhenchildrenlearnEnglish,parentsareeagertohearthemsayafewEnglishwordsorsimplesentencestoprovethatchildrendonotlearninvain,whichwilldirectlyleadtochildrenbeingaskedtospeakbeforetheyhavefullylistened.Thiswillaffectchildren’slearninginterestandconfidence,sosomechildren’ssilentperiodisrelativelylong.Atthebeginningofchildren’sformallearningofEnglish,howtousethelawoflanguagelearningtoprotectchildren’ssilentperiodisextremelyimportant.1.1TheTheoreticalBackgroundofSilentPeriodAccordingtothetheoryoflinguistKrashen,whenchildrenacquiretheirmothertongue,theyalwaysgothroughaprocessof“l(fā)istening”foraboutayear(silentperiod),andthentheyspeakofthefirstword[1].Forsecondlanguagelearners,thisperiodofsilenceseemsunnecessary,becausethelearnershavealreadyunderstoodthelanguageandhaveacquiredalanguage,thatis,themothertongue.Butthereisaphenomenonthathasbeennoticedforalongtime:childrencometoanewcountryandcomeintocontactwithadifferentlanguage,buttheyoftenremainsilentforalongtimeandseldomexpressthemselvesinanewlanguage.Krashenbelievesthatduringthisperiodoftime,childrenimprovetheirlanguageabilitythrough“l(fā)istening”,thatjustsays,comprehensiblelanguageinput.Whenthelanguageaccumulatestoacertainextent,thechild“opensup”tospeak.SoKrashen’stheorycanalsobeaskedtosecondlanguageacquisition.Thelengthofsilencevariesfrompersontoperson.Someonlyneedoneday,whileothersneedhalfayearormore.Duringthisperiod,childrenactof“l(fā)oveislistening”,thatis,throughlistening.Thecomprehensiblelanguageinputisprocessedandsortedout.Afterthisperiodoftime,childrensubconsciouslygettheinputlanguage.Silentperiodistheonlywaychildrentolearnlanguage.Researchershavedifferentopinionsonthedefinitionofthesilentperiodinforeignlanguagelearning.Gibbonspointsoutthatthesilenceshownbysecondlanguagelearnersatthebeginningoflearningdoesnotnecessarilymeancomprehensiblelanguageloss[2].Onthecontrary,itislikelytobethepsychologicalreflectionofembarrassment,isolationandtimidityoflearnersinthenewlanguageenvironment.Ellis,wholinksthesilentperiodwith“privatespeech”,believesthat“somesecondlanguagelearners,especiallyyoungchildren,maybegeneratingprivatespeechafteralongperiodofsilence.”[3].Althoughtheydon’tspeakthetargetlanguage,theyarelearningthephonetic,lexicalandsyntacticsystemofthetargetlanguage,andeventhetargetlanguageculture.Theyareorganizingandinternalizingthetargetlanguagerulestoprepareforunderstandingandusingthetargetlanguagecommunication.Tosumup,thesilentperiodinforeignlanguageacquisitionreferstoaquitelongtimebetweentheinitialcontactwiththetargetlanguageandtheabilitytospeakthetargetlanguage.Regardlessofthefactthattheydon’tspeakthetargetlanguage,theyarelearningthetargetlanguage’sphonetic,lexicalandsyntacticsystems,andeventhetargetlanguageculture.Afterthat,itwillbesortedoutandinternalizedintothetargetlanguagerulestoprepareforunderstandingandusingthetargetlanguagecommunication.1.2SilentPeriodinChildren’sEnglishLearningThereisagreatdifferencebetweenthesilentperiodinthemothertongueacquisitionandforeignlanguageacquisition.Intheprocessofmothertongueacquisition,children’ssilentperiodbeforetheystarttospeakisatthelevelofphoneticsandvocabulary,whichareexplicit.Thesilentperiodintheprocessoflearningaforeignlanguageinvolvessyntax,conceptandculture.Inaddition,thesilentperiodinforeignlanguagelearningiseasilyconfusedwiththesilentphenomenoncausedbylearners’personalityandpsychologicalreasons.Nomatterlearningmothertongueorforeignlanguage,itisabrand-newlanguageforchildren,sotheywillexperienceacertainbrewingstage,thatis,silentperiod[4].Receivingcomprehensiblelanguageinput,accumulatinglanguagereserves,preparingfortheoutputofthetargetlanguage,andacquiringlanguageinperpetuallanguagestimulation.Inourcountry,mostchildrenarenotlikelytospeakinEnglishclass.Theirlanguageoutputisexpectedtobeverypoor.ThiswillleadtothecommonproblemofslowacceptanceofEnglishknowledge.Forexample:somechildrencanonlylearnafewwordsorafewsimplesentencesforalongtime;somechildrenevenhatelearningEnglishbecauseoftheirlowachievementandfrustratedself-confidence.Atthesametime,theyareveryexclusiveoftheirparentswhentheystudyEnglish.Duetosomechildrenareintrovertedandnotgoodatshowing.ButitismoreowingtothelackofEnglishvocabularyaccumulationandlackofconfidencetosayit.Andthisisapsychologicaldisappointmentthatparentsoftenhavetochildren,whichwillaffectchildren’sinterestinlearningEnglish.Foralongtime,therewillbeaviciouscircle.Althoughmono-filamentchildrenatthistimebasicallyhavenooraloutput,butinthesilentperiod,theirlisteningandunderstandingabilitiesaregraduallyenhanced,andtheycanexpressEnglishcontentthroughposture,body,actionorpainting.SoseeminglymeaninglessEnglishlearningisactuallytoaccumulatevocabularyforchildren’sEnglishlearningandprepareforspeakingEnglish.1.3ThePhenomenonofSilentPeriodinChildren’sEnglishLearningInthestudyofthesilentperiod,teachersshoulddistinguishthesilentperiodfromsilenceinclass.Thesilentperiodreferstotheperiodbetweenthelearner’sawarenessofacertainlanguagephenomenonandlanguagerulesandhisuse.Theperiodcanbelongorshort,sharpforafewminutes,hours,monthsorevenyears.Silenceiscausedbythepersonalityandpsychologicalfactorsofthelearners.SilenceintheclassroomreflectstheculturalcharacteristicsofChinesesociety.Chinesepeopleoftenuserestraint,guidanceandself-regulationtoexpresstheiremotions.Therefore,whentheteacherexplainsthetextinclass,itisatraditionalpoliteandstandardbehaviorforstudentstokeepmute.Ofcourse,silenceisnotentirelyuseless.Silenceisavitalskillincommunicationandamainnon-verbalcommunicationchannel.Gibbonsbelievesthatthesilenceofsecondlanguagelearnersatthebeginningoflearningisnottosaytheyaremakingcomprehensiblelanguageloss.Onthecontrary,itislikelytobethepsychologicalreflectionofembarrassment,isolationandtimidityoflearnersinthedifferentlanguageenvironment.Whenlearnersusenewlanguagetocommunicate,itmayberelatedtotheirself-confidence.Therefore,heinterpreted“silentperiod”as“resistanceperiod”[5].Thissituationispsychologicalsilencewhichisdifferentfromthesilentperiod.Onthesurface,Englishlearners’cognitiveabilityhasbeenfullydeveloped,andtheyhaveconsiderablelanguagerelatedability.TheyshouldbeinapositiontotrytouseEnglishinclass.Itappearsthatthereisnosilentperiod.However,withtheimprovementoftheirlanguageability,theiremotionalfilteringmechanismalsodevelopswiththedevelopmentoftheircognitiveability.Becauseofthefearoflosingfaceandotherpsychologicalfactors,silenceoccursinsecondlanguagelearning.Thephenomenonofsilentperiodhasitsinternalcognitivemechanism.Languageoutputlagsbehindlanguageinput,whichisacommonphenomenoneveninalanguage.Thespeakerusuallyusesawordorstructureafterhearingit.ThisisespeciallytrueinEnglishlearning.Childrenareoftenabletounderstandquitecomplexsentencesintheprocessoflistening,buttheycan’tspeakcomplexsentences.Oneofthereasonsisthatlanguageunderstandingandoutputaretwodistinctlevelsofcompetence.2DifferencebetweentheSilentPeriodandClassroomSilenceThetheoryofthesilentperiodshowsthatstudents’silenceinclassisnotnecessarilythatstudentsarenotactive.Itispossiblethatstudentsareintheprocessofaccumulatinginput.Teachersshouldcorrectlyinterpretdifferentsilenceandtakedifferentcountermeasures.Duetothevastdifferencesbetweenthecontrollablefactorsandtheuncontrollablefactorsintheacquisitionprocess,thetwoperiodsofsilencearenotexactlythesame.EspeciallythesilencephenomenoninEnglishlearninginvolveschildren’scognition,psychology,environmentandotherreasons.Differentinformationconveyedbydifferentsilencecanplaydifferentrolesinthecorrectjudgmentofteaching.2.1Distinguishing“ClassroomSilence”from“SilentPeriod”Teachersshouldlearnhowtomakefulluseoftheinformationreturnedbystudents’silence.IfitisthesilentperiodthatchildrenmustgothroughintheirEnglishlearning,itshowsthatchildrenareaccumulatinginput.Inviewofthesilencecausedbytheteachingenvironment,teachersshouldtrytheirbesttoimprovetheinputenvironment,createthebestconditionsconducivetooutput,inordertoachievethebestteachingeffect.Inotherwords,teachersshouldincreaseinputandshortentheirsilentperiod.Ifthesilenceiscausedbysocialandculturalreasonssuchaspolitenessortheindividualpsychologyoflearners,teachersshoulduseteachingstrategiesinteachingtomobilizestudents’enthusiasmandovercomethesilentperiodthroughdifferentteachingactivities.Becausetheinputsequence,inputquantityandinputmodeintheprocessofEnglishlearningarequitedifferentfromthoseintheprocessofmothertongueacquisition,theprocessofEnglishlearningisquitedifferentfromthatofonelanguagelearning.Inteaching,studentsshouldnotbeexpectedtousethelanguageknowledgeandrulescorrectly[6].Thisisbecauseinordertointernalizeconceptsandlanguagerules.Learnersneedacertainamountoftimeforcognitiveprocessing.Intheprocessofteaching,itisnecessarytohaveameaningfulinterval(thesilentperiod).Givelearnersacertaintimetodecodeandencodeinformation,soastopromotetheirunderstandingoflearningcontentandthinkingprocess;donotfeeluneasyatthesightofstudents’silence,andfeelthattheatmosphereisnotactiveenough.AnditisimpossibleforEnglishlearnerstohaveasmuchtimetolearnasnativespeakers.Therefore,whenteachingacertainlanguagerule,teachersshouldincreasethedensityofinputandshortenthe“silentperiod”oftherulelearningprocess.2.2TheInfluenceofSilentPeriodonChildren’sEnglishLearningWhatistheeffectof"silentperiod"onlanguageacquisition?Silentperiodisextremelyimportantforlanguageacquisition.Krashenbelievesthatitisaverynecessaryperiodforlearnerstobuilduptheirlanguageability.“Silentperiod”makespeoplerealizethattheprocessof“l(fā)istening”isveryimportantintheprocessoflanguageacquisition.Theprocessoflisteningisactuallytheprocessofinput,whichcanhelplearnerstodigestinternally,andthenachievethepurposeofproducinglanguage.WhatChineseEnglishlearnerslackisthis“silentperiod”process.Therefore,itisnot“silentperiod”intheprocessduringchildren’slearningEnglish.Whenobservingtheacquisitionofthemothertongue,itisfoundthatinfantsmustgothroughalongsilentperiodwhenacquiringthemothertongue.Withalargenumberoflanguageinput,themothertonguesystemisconstructedundertheinfluenceofuniversalgrammar,andgenerativelanguageabilityisgraduallydevelopedandfinallyspeakingbegins.Moreover,thesilentperiodofallnormalchildrenisalmostthesame:aboutoneyear.Thisphenomenoniseasytounderstand.However,whenchildrenoradultsarelearningaforeignlanguage,theirlanguageorganshavebasicallydeveloped,andtheirbrainthinkingabilityisenoughtopromotetheirverbalcommunication.Whethertheystillneedsilentperiodhasbecomethefocusofdebateamongresearchers.Therefore,researcherscarryoutaseriesofempiricalobservationsandresearchinordertoprovewhetherthereisasilentperiodintheprocessofforeignlanguageacquisition,andproposeideastoexplainthereasonsforthesilentperiod.Itohandhatchusediachronicresearchmethodtoobserveatwo-and-a-half-year-oldJapaneseboylearningEnglishasaforeignlanguage.TheboyrefusedtospeakanyEnglishforthefirstthreemonthswhenhewasinanurseryintheUnitedStates,evenathomewiththeresearchers.Hakuta,aJapanesescholar,introducestheEnglishlearningexperienceofa5-year-oldJapanesegirl.ThegirlremainedsilentforthefirstthreemonthsoflearningEnglish,andthensuddenlyshewasabletospeakEnglishfluently.AmericanscholarKrashenalsoobserveda4-year-oldJapanesegirlnamedHitomi,wholivednearKrashen’shomeandspokelittleEnglishduringherfirstfivemonthsintheUnitedStates.Whenshepassedthesilentperiod,shebegantospeakEnglish,whichwassimilartothatofhernativeEnglishspeakingchildrenofthesameage:Firstsayshortsentences,andthendevelopthemintolongerones.BythetimeHitomilefttheUnitedStatesandreturnedtoJapan,hisEnglishlevelwasclosetothatofKrashen’sownchildren.Therefore,Krashen’sconclusionisthatforeignlanguageacquisitionissimilartomothertongueacquisitioninthatthereisthesilentperiod.Krupa-kwiatkowski,aPolishscholar,studiedEnglishlearningofa6-year-oldPolishboy.InthefirstfewmonthsofthisPolishboy’sarrivalintheUnitedStates,hedidnotjointheactivitiesofchildrenofhisownage.Heseemedtobeanindifferentspectator.HealsospokeEnglish,answeredsimplequestionsorrepeatedotherpeople’sEnglishwordsandsentencesfromdifferentadults.Buttherearealsoexceptions:Huangandhatchstudieda5-year-oldTaiwaneseboy,whospokeEnglishalmostatthebeginning,butmostofhiswordswererepeatedandimitatedotherpeople’ssentences,andhewasrarelyabletomakeEnglishsentencesbyhimself[7].Itcanbeseenthatalthoughmostchildrendon’tusethetargetlanguagetocommunicateduringthesilentperiod.Theywillself-digestandaccumulatebylisteningtoalargenumberofthetargetlanguageduringtheperiodwhentheydon’tspeak.Finally,therewillbeaqualitativeleapinforeignlanguageproficiencyattheendofthesilentperiod.3TheReasonsoftheSilentPeriodLikeanyotherlanguage,Englishhasrulestobefollowed.Ifyoumastertherulesofacquisitionandlearning,youcangettwicetheresultwithhalftheeffort.Otherwise,youcangethalftheresultwithhalftheeffort.Likeanadult,childrenalsohavetheirphysicalandmentaldevelopmentcharacteristicsandcognitivecharacteristics.Iftheymakegooduseofthesecharacteristics,theycanmasterEnglishwithhalftheeffort.Duetothelimitationsofcognitiveandpsychologicaldevelopment,childrendonotactivelyaccessresources.Inaddition,Englishlearningneedsalong-termpersistence.Children’sEnglishEnlightenmenteducationisnotonlyperformedinschools,butalsoinfamilies.Itneedstousethecombinationofhomeandschool.Therefore,allschoolsshouldfollowthelawofchildren’sgrowthanddevelopment.Theyshoulduseappropriatemethodstoignitechildren’sinterestintheEnglishlanguageandthecultureitcarries,sothatchildrencanacquireandlearninarelaxedandpleasantway,andenhancetheirEnglishability.LayagoodfoundationforthecultivationofEnglishtalentsinChina.Let’sfirstanalyzethecausesofthesilentperiod.3.1LanguageEnvironmentFactorsEnglishlearningitselfneedsalotoflanguageinputandlanguagepractice.Thelearningtimeofchildren’sEnglishclassroomisverylimited,soitisfarfromenoughtodependontheinputintheclassroomalone.AndEnglishteachingliesnotonlyinschool,butalsoinfamilyandsociety.Learningalanguagemusthavealanguageenvironmenttolearnwell.Thestoryof“MengMuSanQian”canbedeemedtobeahouseholdnameinChina.Ittellsastoryofchangingthelearningenvironment.Toacquireknowledgeneedenvironment,togrowupneedenvironment,andlanguagelearningalsoneedsagoodenvironment.TolearnEnglishwell,weneedarelaxedandharmoniousenvironment.JustlikethesouthernerswhostudyMandarin,iftheycanliveinthenorthforaperiodoftime,itispreferabletoaccepttheinfluenceofauthenticMandarinthantostudyandstudyforseveralyears.OurmothertongueisnotEnglish,learningEnglishisintheatmosphereofChinese,whichrequireustocreateasuitablelanguageenvironment!Althoughthecountrystronglyadvocatestheteachingreform,butbecauseofthetest-orientedneeds,manyschoolsstilllagbehindinEnglishteaching.Moreover,teachers’teachingmethodsandtargetlanguagelevell