第二语言习得的互动博弈假说——二语习得理论的哲学思考

THE INTERACTIONAL GAME-PLAYING HYPOTHESIS OF SECOND LANGUAGE ACQUISITION(SLA)——A PHILOSOPHICAL THOUGHT ABOUT SLA THEORY

就哲学渊源而言,第二语言习得理论包括行为论、认知论和交互论等。文中简要分析这些主要的二语习得理论及其局限之后,运用维果斯基的社会文化理论对二语习得重新进行阐释,认为二语习得是学习者自身心智发展、目的语的社会文化环境、教育者及理论家的协助等诸多因素相互作用的结果。在借用博弈论对二语习得诸多因素间的作用关系进行了简要分析之后,认为二语习得是在这些因素互相博弈的过程中产生发展的。由此在社会文化理论和博弈逻辑思维基础上提出了一种二语习得的互动博弈假说。

From the perspective of philosophical origin, the theories of Second Language Acquisition （SLA） include behaviorism, cognitivism and interactionism. Having analyzed these theories and their respective limitations, this paper applies Vygotskys Socio-cultural Theory to SLA, claiming that SLA happens in the process of interactions among many factors, such as individual cognitive development, the socio-cultural environment of the target language society, and the instructions and assistance of educators and theorists. Enlightened from Game Theory, this paper makes a brief analysis of the interrelationships among these factors, and draws a conclusion that they interact with each other in the way of playing a game as that in Game Theory. Consequently, this paper puts forward an interactional game-playing hypothesis of SLA.