英语翻译请帮我翻译一下,我的英语太差.Aptitudeand a critical periodThe debate o

英语翻译
请帮我翻译一下,我的英语太差.
Aptitudeand a critical period
The debate on the existence of a criticalperiod for language development,during which language might be learned in amanner qualitatively different from learning in other domains,has raged formany years (Bialystok and Hakuta,1994; Johnson and Newport,1989,and seeByrnes,Chapter 31,and also DeKeyser,Chapter 27,this volume).DeKeyser(2000) working with Hungarian immigrants to the USA,proposed thatpost-critical period arrivals who had high levels of achievement,that is,learners who seemed to defy the existence of a critical period,had highlanguage aptitude.However,Bialystok (2002) criticized DeKeyser's claims onthe basis that numbers were very small.
Abrahamsson and Hyltenstam (2008)approached the issue slightly differently.In one of their studies,theyidentified over 100 Spanish L1 speakers of Swedish who passed for nativespeakers,from whom they were able to identify two matched groups,distinguished by age on arrival,with the age of 12 set as the cut-off.Bothgroups were then given aptitude and grammaticality judgment tests,this latterboth written and auditory.Abrahamsson and Hyltenstam (2008) show that forarrivals before the age of 12,aptitude is widely distributed,and so lower aswell as higher aptitude young arrivals generally meet the “pass for nativespeaker” criterion.In contrast,all those who arrived in Sweden after the ageof 12 but who are able to pass for native speakers have high aptitude; in otherwords,none of the high achievers in Swedish had low foreign language aptitude.Abrahamsson and Hyltenstam (2008) interpret this to mean that high foreignlanguage aptitude is required in order to compensate for late arrival.Abrahamsson and Hyltenstam (2008) have also explored the role of foreignlanguage aptitude in language attrition and report that higher languageaptitude Spanish L1 immigrants to Sweden lost Spanish less than lower aptitudeimmigrants,suggesting that aptitude here can serve as some sort ofcompensation for lack of input.
These findings connect with an earlierstudy by Skehan (1986a).This reported on a follow-up of more than 100 childrenstudied in the Bristol Language Project,whose L1 development was carefullymonitored for rate and route (Wells,1985).Some 12 years after the original L1data collection,these children were given aptitude tests when they were 13 to15 years old,and despite the time interval between the collection of the L1and the foreign language aptitude data,there were significant correlationsbetween rate of L1 development and level of language analytic ability,ataround 0.40 to 0.50.In other words,if one assumes that differences in L1acquisition rate reflect differences in some sort of language endowment,thisseems connected with subsequent levels of foreign language aptitude.This isconsistent with a speculation of Carroll's that foreign language aptitude isthe residue of L1 learning ability (Carroll,1973).

关键时期
对一种语言开发的临界期存在的争论,在这期间学到的语言可能会令性质上不同于在其他领域的学习,已经持续了很多年（比亚韦斯托克及Hakuta,1994；约翰逊和新港,1989,和seebyrnes,31章,27章,而且德凯泽,本卷）.德凯泽（2000）与匈牙利移民到美国工作,提出了thatpost临界期来者有高水平的成果,即,学习者似乎不存在的关键时期,有highlanguage资质.然而,比亚韦斯托克（2002）的基础上,批判德凯泽索赔的数量是非常小的.
阿布哈姆森和hyltenstam（2008）接近的问题略有不同.在他们的研究中,他们发现超过100西班牙语L1扬声器的瑞典人通过了英语国家,他们能够识别两组,按年龄到达杰出,12岁以设定为截止.两组病人均进行了资质和语法性判断测试,这latterboth写和听.阿布哈姆森和hyltenstam（2008）表明,forarrivals在12岁之前,能广泛分布,所以低以及高资质的年轻人一般符合“合格标准是“.相反,那些到瑞典,12岁后却能通过母语的人有高资质的；换句话说,在瑞典的高成就者不具有较低的外语能力.阿布哈姆森和hyltenstam（2008）认为这意味着较高的外语能力是为了弥补晚到达.阿布哈姆森和hyltenstam（2008）也探索了外语能力语言磨蚀的报告说,更高的languageaptitude西班牙语L1移民到瑞典失去了西班牙低于aptitudeimmigrants的作用,在这里建议,能力可以作为输入某种缺乏赔偿.
这些研究结果与英语的早期研究（1986）.本报告在随访超过100 childrenstudied在布里斯托尔语言项目,其L1的发展carefullymonitored率和路由（威尔斯,1985）.原l1data收集约12年后,这些孩子们的智力测试,他们13多岁时,尽管的L1和外语能力的数据集之间的时间间隔,有L1发展和语言分析能力水平显着相关率,大约0.40到0.50.换句话说,如果假定在l1acquisition率的差异反映在某种语言禀赋差异,thisseems连接以后的外语能力.这一猜测卡罗尔的外语能力是残留的L1的学习能力（卡罗尔,1973）.