课堂环境下的第二语言习得:理论框架与分析单位

Second Language Acquisition in Classroom Setting: Conceptual and Analytic Framework

二语习得是人的内部语言-心理机制与外部环境相互作用的结果.就内部机制而言,课堂二语习得兼有自然语言学习和一般认知学习的特性;作为外部环境,课堂需提供相应的自然话语环境和认知学习条件.课堂话语环境分析的基本维度是输入特征和互动特征;课堂认知环境分析的基本维度是形式中心教学/显性知识和意义中心教学/隐性知识.

Second language acquisition in classroom settings results from the interplay oi internal mechanism and classroom environment. Corresponding to the internally linguistic and cognitive mechanism, classroom needs to provide both naturalistic linguistic environment and cognitive learning condition. For the former, basic analytic dimensions are input features and interaction features; and for the latter, meaning-focused instruction and form-focused instruction.