{"title":"早期外语习得的心理前提","authors":"A. Leont'ev","doi":"10.2753/RPO1061-0405360248","DOIUrl":null,"url":null,"abstract":"The Soviet school is currently undergoing a process of fundamental restructuring. The gradual transition to the schooling of children from age six not only shifts the existing psychological, pedagogical, and methodological problems one year ahead: it creates a completely different situation. The search for optimal ways to overcome the difficulties arising in this new situation must take place principally in the domain of developmental and educational psychology.","PeriodicalId":198083,"journal":{"name":"Journal of Russian and East European Psychology","volume":"107 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1998-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Psychological Premises of Early Acquisition of a Foreign Language\",\"authors\":\"A. Leont'ev\",\"doi\":\"10.2753/RPO1061-0405360248\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The Soviet school is currently undergoing a process of fundamental restructuring. The gradual transition to the schooling of children from age six not only shifts the existing psychological, pedagogical, and methodological problems one year ahead: it creates a completely different situation. The search for optimal ways to overcome the difficulties arising in this new situation must take place principally in the domain of developmental and educational psychology.\",\"PeriodicalId\":198083,\"journal\":{\"name\":\"Journal of Russian and East European Psychology\",\"volume\":\"107 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1998-03-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Russian and East European Psychology\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.2753/RPO1061-0405360248\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Russian and East European Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2753/RPO1061-0405360248","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
The Psychological Premises of Early Acquisition of a Foreign Language
The Soviet school is currently undergoing a process of fundamental restructuring. The gradual transition to the schooling of children from age six not only shifts the existing psychological, pedagogical, and methodological problems one year ahead: it creates a completely different situation. The search for optimal ways to overcome the difficulties arising in this new situation must take place principally in the domain of developmental and educational psychology.
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