|
|
|
| Children’s learning of syntax and teaching strategies from perspective of educational neuroscience |
| WEI Dawei1,2, XU Chunyan3,4, ZHOU Jiaxian4 |
1. School of Foreign Languages, Lanzhou Jiaotong University, Lanzhou 730070, Gansu Province, China; 2. Department of Applied Linguistics, Xi’an Jiaotong Liverpool University, Suzhou 215123, Jiangsu Province, China; 3. School of Education, Lanzhou City College, Lanzhou 730070, Gansu Province, China; 4. Department of Educational Psychology, East China Normal University, Shanghai 200062, China |
|
|
|
|
Abstract Syntax refers to the rules governing how phrases and sentences are formed. Children’s proficiency in syntax is one of the crucial aspects of linguistic abilities. The development of children’s syntactic learning ability is based on the level of brain development, and the level of syntactic processing has obvious age-stage characteristics. After school age, syntactic ability continues to develop, and individual differences exist at the same time. Children with special language disabilities and children with dyslexia also have certain difficulties in syntactic processing. In the perspective of educational neuroscience, the present study reviews how normal children develop their syntactic proficiency and how atypical children of specific language impairment and developmental dyslexia may encounter difficulties in the field. It aims to provide scientific evidence and useful enlightenment for children’s language education practice, and promote the development and innovation of children’s language education in the new era.
|
|
|
|
|
|
|
|
|
