【文章頁(yè)數(shù)】：112 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract Chapter 1:Introduction
1.1 Background
1.2 Statement of the problem
1.3 Main question
1.4 Aim of study
1.5 Significance of this paper Chapter 2:Ecological theory
2.1 What is Ecological theory?
2.2 Microsytem
2.3 Mesosystem
2.4 Exosystem
2.5 Macrosystem
2.6 Chronosystem Chapter 3:Language
3.1 What is Language?
3.2 Structure of language
3.3 Link between language and cognition
3.4 Neurological basis of language
    3.4.1 The cellular level
    3.4.2 The structural level
    
3.4.2.1 Lateralization of language
    
3.4.2.2 Localization of language
3.5 Language development milestones
    3.5.1 Crying
    3.5.2 Cooing
    3.5.3 Babbling
    3.5.4 Two-syllable utterances
    3.5.5 One-word stage
    3.5.6 Two-word stage (Telegraphic speech)
    3.5.7 Rapid burst of vocabulary
    3.5.8 Adult-like morpho-syntax Chapter 4:Bilingualism
4.1 What is Bilingualism?
4.2 Types of bilingualism
    4.2.1 Bilingualism by linguistic factors
    
4.2.1.1 Bilingualism by degree of proficiency
    
4.2.1.2 Bilingualism by the type of proficiency
    
4.2.1.3 The 3-D model of degree-type interaction of bilingual proficiency
    
4.2.1.4 Bilingualism by the subtype of proficiency
    
4.2.1.5 Bilingualism by the nature of interaction
    
4.2.1.6 The 3-D model of nature-proficiency subtype of bilinguals
    4.2.2 Bilingualism by psychosocial factors
    
4.2.2.1 Bilingualism by cognitive organization
    
4.2.2.2 Bilingualism by motivational factors
    
4.2.2.3 Bilingualism by socio-cultural factors
    4.2.3 Bilingualism by age of development
4.3 What is Bilingual Education?
    4.3.1 Types of bilingual programs
    
4.3.1.1 Monolingual forms of bilingual education
    
4.3.1.2 Weak forms of bilingual education
    
4.3.1.3 Strong forms of bilingual education
4.4 Myths about bilingualism
    4.4.1 The roots of concerns about bilingualism
4.5 Facts about bilingualism
    4.5.1 Linguistic differences between bilinguals and monolinguals
    
4.5.1.1 Language acquisition differences
    
4.5.1.2 Language processing differences
    
4.5.1.3 Metalinguistic differences
    4.5.2 Cognitive differences between bilinguals and monolinguals
    
4.5.2.1 Bilingualism and executive function
    
4.5.2.2 Bilingualism and aging
    4.5.3 Neurophysiologic differences between bilinguals and monolinguals
    
4.5.3.1 Bilingualism and Hemispheric dominance
    
4.5.3.2 Bilingualism and Neuronal activity
    
4.5.3.3 Bilingualism and Structural change Chapter 5:Ecological Perspectives on Bilingualism
5.1 Individual factors
    5.1.1 The effect of Age
    
5.1.1.1 The critical age view
    
5.1.1.2 Children versus adults bilingualism
    
5.1.1.3 The implication of findings
    5.1.2 Gender factor
    
5.1.2.1 Gender-Peers interaction
    
5.1.2.2 Gender and Education
    
5.1.2.3 Gender-Job interaction
    
5.1.2.4 Gender-Culture interaction
    5.1.3 Language Impairments
    
5.1.3.1 Innate impairments
    
5.1.3.2 Acquired impairments
5.2 Primary environmental factors
    5.2.1 Family
    
5.2.1.1 Parental language choice and strategy
    
5.2.1.2 Family's socio-economic status
    5.2.2 Peers
    5.2.3 School
    
5.2.3.1 Ups and downs of bilingual programs
    
5.2.3.2 Affective factors
5.3 Secondary environmental factors
    5.3.1 Government's law and policy
    5.3.2 Media
5.4 Social and cultural factors
5.5 Aspect of time Chapter 6:Conclusion,Limitation,and Recommendation
6.1 Summary and Conclusion
6.2 Practical Guidelines
    6.2.1 For parents
    6.2.2 For schools
    6.2.3 For clinical settings
    6.2.4 For researchers
    6.2.5 For policymakers
6.3 Limitations of this paper
6.4 Future Recommendation References Acknowledgement



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