作為教育工作者，這個問題我們在全年的工作中會經常聽到。大多數人會以「這取決於……」的句式草草作答，而真實的答案其實要複雜得多。這個問題是語言習得，或者說是快速習得語言的關鍵。在本文中，我們將討論「語言習得」的實際含義，更具體地說，是我們在京師國際習得語言的方式。
在京師國際，我們創設一個融合性、沉浸式的語言環境，更確切的說，我們專注的點非「語言學習」，而是「語言習得」，語言學習和語言習得是兩種完全不同的方法。我們中的大多數人都是以直接教學的方式來「學習」一門外語：記憶詞彙表、語法規則、通過重複和練習來應對考試。這種學習過程需要不斷投入持續的、有意識的努力。儘管有些人喜歡這種方法的結構和嚴謹性，但由於專注於準確性和正確的言語，對於大多數兒童和成年人來說，這種方法從長遠來看都是不可持續的，並且可能會導致焦慮。接受這種形式教學的學生通常能夠在相對較短的時間內寫出語法正確的句子，但是在課堂之外卻無法有效自然地進行交流。
另一方面，在語言習得過程中，我們通過不了解語法規則的潛意識過程，選擇了第二種或另一種語言，就像嬰兒和孩子自然地「學習」他們的母語一樣。孩子們可以通過接觸語言和有意義的互動，以自然的方式切實地習得新的語言。
「How soon will my child speak English?」 As educators we hear this question from parents, numerous times throughout the year. The unsatisfactory short answer is 「it depends」. The long answer is actually much more complex. This question implies that the focus is on learning the language and, learning it fast. In this article we will discuss what 「learning a language」 actually means and more specifically, how we approach 「learning a language」 at our jingshiguoji.
At jingshiguoji, our approach in our blended-language environment is not on language learning, but on language acquisition. Language learning and language acquisition are two entirely different approaches. Most of us have 「learned」 a foreign language through direct instruction of the rules of the language: the memorization of vocabulary lists, grammar rules, and through repetitions and drills to prepare for tests. This learning process requires a sustained and conscious effort. While some people enjoy the structure and rigor of this approach, most children and adults seem to find it unsustainable in the long run and conductive to high levels of anxiety due to the focus on accuracy and proper forms of speech. Students exposed to this form of teaching are usually able to produce grammatically correct sentences in a relatively short time but unable to communicate efficiently and naturally, in a different context, outside of the language class.
During language acquisition on the other hand, we pick up a second or additional language the way babies and children naturally 「learn」 their first or their home language, through a subconscious process during which they are unaware of grammatical rules. Children acquire the new language in a natural manner through exposure to the language and meaningful interactions.
現代語言理論認為，自然方法對於獲取一種新語言最為有效。學術研究表明，在自然的環境下，以閱讀和講故事為教學語言，在進行了5周的語言接觸後，學生保留了75％的新詞彙，而對於接受傳統語言方式教學的學生來說，這個數字僅為35%。在京師國際，課堂軼事觀察表明，在我們精心創設的豐富、放鬆的學習環境中，無論語法準確性如何，孩子們都樂於嘗試與老師進行溝通。他們希望主動與同齡人和老師交流。這種對互動關係和交流的關注使我們的孩子有信心、有動力去大膽運用自己學習的語言，孩子們以習得的新知識和語言發展進步為基礎。
Current linguistic theories believe that the natural approach is most effective for acquiring a new language. Academic studies have shown that after 5 weeks of language exposure in a natural approach environment using reading and storytelling as a method of instruction, students retained 75% of new vocabulary against 35% for students exposed to traditional teaching methods. At jingshiguoji, anecdotal classroom observations have shown that in our school’s relationship rich and low anxiety learning environment, children are happy to attempt to communicate with their teachers, regardless of grammatical accuracy. Our children want to communicate with their peers and teachers. This focus on relationship and communication gives our children the confidence and motivation to speak in the new language. Children will build on their new knowledge and progress in their language development.
在高度語境化的環境中，學生沉浸於中英雙語之中。通過與老師、同伴和學校工作人員有意義、自然地進行互動，孩子們逐漸內化語法，習得語法規則和新詞彙。至少在學習初期，我們專注於聯結和溝通，而非準確性或形式化，這為我們的學生提供了運用語言的動力和信心。我們的學生通過閱讀、講故事、聆聽正確的語音來掌握語法，而不是通過明確的指導或練習來學習語法。他們在放鬆的環境中習得新的語言，他們相信自己的觀點和想法很有價值，他們可以犯錯，這樣，孩子們才能自信、自如地與他人進行交流。
語言習得需要時間。當與老師和同齡人建立了緊密的聯結時，當需要、有動力使用新語言進行交流時，孩子們自然而然就會用語言表達。這將在不同的時間發生，具體視孩子的情況而不同。作為教育者，我們總是為學生的語言習得過程有多麼強大而感到驚奇。作為成年人，我們只需要提供輕柔的鼓勵和支持，同時幫助孩子樹立對新語言的積極態度。
Students are constantly immersed and exposed to Chinese and English in a highly contextualized environment. Through meaningful and natural interactions with teachers, peers and school staff, our children progressively internalize syntax, grammatical rules and new vocabulary. Our focus on relationship and communication, not accuracy or form, at least during the early stages of acquisition, provides our students with the motivation and confidence to speak. Our students learn grammar through reading, storytelling and listening to correct speech, not through explicit instruction or drills. They acquire the new language in a low anxiety environment where they know their opinion and ideas are valued and where they are allowed to make mistakes in order to communicate with others.
Language acquisition takes time. Children will speak when they feel a strong connection with their teachers and peers, when there is a need and a motivation to communicate in the new language. This will happen at different times depending on the child. As educators, we are always amazed by how powerful the process of language acquisition is in our students. As adults, we need to gently encourage and support them but also model positive attitudes towards the new language.
地址：路勁陽光城售樓處東200米處
聯繫電話：
133 1326 9461 張老師
153 8386 8070 楊老師