美国圣地牙哥论文代写：双语学习对儿童的影响

美国圣地牙哥论文代写：双语学习对儿童的影响

Williams(1915)一直是双语主义的支持者，支持儿童在童年时期同时学习两种语言，即母语和其他语言，然后两种语言在大多数情况下帮助他们重新学习。这一论点很好，支持了这一假设，与早期的作者和文章主张的让孩子同时学习两种语言相吻合。作者的混合概念比较弱，他认为语言会有两个不同的地方，几乎不会发生混合。但他并没有为认知的结果、沟通的清晰性以及用特定语言表达清晰思想的能力提供有力的论据。语言是一种表达方式交流的一个特定的感觉,关注,或任何想,它也必须支持海量词汇,这样的孩子能够捕捉和控制他或她的沟通最好的认知能力和成年后的想法。

美国圣地牙哥论文代写：双语学习对儿童的影响
不管语言是什么，甚至不管语言本身的词汇量有多大，对创新词汇及其意义的广泛知识和认识显然是最佳交流方式和种类中最重要的因素。这篇文章支持两种语言的教学，它相当于假定接受3-5岁儿童的家长、教师和监护人。在这个分析中，我们要判断学习两种语言是建立认知能力，还是认知能力——被认为是神圣的、不同的——反过来使语言学习更容易。这个问题总是会被研究，因为除非儿童认知能力上的差异变得平等，否则所有的比较都将会得出模糊的结论，远不是完全正确的。

美国圣地牙哥论文代写：双语学习对儿童的影响

Williams (1915) has been a supporter of bilingualism and supports the proposition that children learn two languages at a time in their childhood, their mother tongue and other language, then both languages help them to learn afresh at most times. The contention is good and supports the hypothesis, and matches the earlier authors and articles propositions of making children learn two languages at a time. The intermixing concept of the author is rather weak, which he proposes that the languages would have two distinct places and intermixing would hardly occur. But he does not provide a strong argument for the results of cognition, the clarity of communication, and the ability to express clear thoughts in a specific language. As language is an expressive way of communicating a specific feeling, concern, or any thought, it also must be supported with the vastest vocabulary so that the child is able to capture and control the communication to the best of his or her cognitive abilities and thoughts after being an adult.

美国圣地牙哥论文代写：双语学习对儿童的影响
Extensive knowledge and awareness of innovative words and their meaning are apparently the most essential element in the best types of and kind of communication, irrespective of the language and even the vastness of the vocabulary in the language itself. This article supports the teaching of two languages and it is tantamount to the supposed acceptance of parents, teachers, and guardians of children aged 3-5. In this analysis, it is to be judged whether the learning of two languages builds cognitive abilities, or the cognitive abilities –considered to be divinely imposed and different – in turn makes the learning of the languages more easier. This question will always be researched because unless the disparities in children’s cognitive abilities becomes equal, all comparison will have vague conclusions, far from what is right in its full sense.