摘要
Anderson的语言知识技能化理论把知识划分成陈述性知识和程序性知识,语言习得过程是陈述性知识向程序性知识转化的过程,这个过程涉及到语境问题。"补缺假设"理论在语言知识技能化理论框架下具有现实意义,陈述性知识向程序性知识转化过程实际上是语言与语境适配过程,这个过程对外语教学的启发很大。
Anderson＇s ACT （Adaptive Control of Thought） Model, which classifies knowledge into declarative and procedural categories, argues that language acquisition is a process of transformation from declarative knowledge into procedural knowledge. Context plays as an indispensable part in this process. In applying Compensation Theory under ACT framework, the author in this paper analyzes possible results of languageacquisition or learning under different variables of context, defining their implications to our English teaching and learning.
出处
《韶关学院学报》
2012年第1期120-123,共4页
Journal of Shaoguan University
基金
桂林电子科技大学资助项目"二语习得认知研究"(Z20678)
关键词
陈述性知识
程序性知识
补缺假设
语境
declarative knowledge
procedural knowledge
compensation theory
context
