摘要
在二语习得研究链中,输入和输出都是习得的必要条件,但它们并不能充分地解释学习者对目标语的习得。本文在分析输入和输出假设的局限性的基础上认为,吸收的最大化与优化是二语习得的核心问题,也是解决外语教学效率问题的关键因素之一。吸收是一个复杂的心理过程,它包括简化、推断、建构和重构等几个相对独立又相互联系的过程。影响二语吸收的因素有语言因素、学习者个体因素、策略因素和环境因素等。
In second language acquisition, input and output are necessary but can not successfully explain how learners acquire their target languages. This paper, hased on an analysis of the limitation of input hypothesis and output hypothesis, argues that maximized and optimized intake is the core of second language acquisition, as well as a key factor to improve teaching efficiency. Intake, which includes simplifying, inferencing, structuring and restructuring, is a complex psychological process. Factors which affect intake include linguistics factors, learner individual factors, tactical factors and environmental factors.
出处
《外语教学》
CSSCI
北大核心
2006年第3期46-50,共5页
Foreign Language Education
基金
湖南省普通高等学校教学改革立项项目(湘教通[2004]344-77)
