二语习得理论与计算机辅助语言学习之间的关系

The Relationship Between Second Language Acquisition Theory and Computer-Assisted Language Learning

计算机辅助语言学习的开发者和研究者们的务实性目标是为了创造和评估学习机会,这促使他们去考虑多种关于二语习得的理论方法,同时也回应了强调教学在二语习得中的重要性的需要。为了证明二语习得与计算机辅助语言学习之间的关系,多种相关的理论观点可以划分成四种方法:1.认知语言学[普遍语法、自治论(autonomous induction theory)、基于概念的方法(concept-oriented approach)];2.心理语言学[过程理论(processibility theory)、输入处理理论、交互性理论];3.人类学习[关联—认知信条(associative-cognitive creed)、技能习得理论];4.社会情境下的语言[社会文化、语言社会化、话语分析、系统功能、复杂综合理论(complexity theory)]。这些理论方法对计算机辅助语言学习的材料和任务的发展以及评估上很有用处。充分使用技术,可以改变交际能力理论的本质,挑战二语习得理论,增加在二语习得研究中一些被试的数量。

The pragmatic goal of computer-assisted language learning （CALL） developers and researchers to create and evaluate learning opportunities pushes them to consider a variety of theoretical approaches to second language acquisition （SLA）, which have developed, in part, in response to the need to theorize the role of instruction in SLA. To illustrate connections between SLA and CALL, multiple theoretical perspectives can be grouped into four general approaches： cognitive linguistic （Universal Grammar, autonomous induction theory, and the concept-oriented approach）; psycholinguistic（processibility theory, input processing theory, interactionist theory）;Human learning（associative-cognitive CREED, skill acquisition theory）; and language in social context （sociocuhural, language socialization, conversation analysis, systemic-functional complexity theory）. Such theoretical approaches can be useful in the development and evaluation of CALL materials and tasks. The expanding use of technology changes the nature of communicative competence theory, challenges SLA theory, and increases the number of consumers for SLA research.