小学生二语认知模式发现及认知能力提升研究

Research on Chinese Primary-School Students' Second Language Learning Cognitive Patterns and the Improvement of Cognitive Abilities

短时记忆能力长期以来被视为第二语言习得(Second Language Acquisition,SLA)成功的重要认知预测因素之一,因此增强短时记忆能力来提高学生在SLA中的相关学习能力是一种可行的方法。文章据此设计并实施了二语注意力控制实验和语音短时记忆实验,实验结果表明:学习者的语音短时记忆能力不仅与其第二语言(英语)的注意力维持能力紧密关联,而且与其二语学习水平呈显著正相关;高强度注意力控制干预可以显著提高学生的即时语音短时记忆能力。基于数据挖掘技术发现的注意力转移模式则揭示了学习者对不同干扰信息源的抑制模式,为认知干预策略设计提供了数据支持。

Short-term memory is considered as one of the cognitive abilities which are vital in second language acquisition. Therefore, to improve students’ second language learning effects through enhancing their short-term memory capacity is assumed to be a feasible solution. In this paper, we conducted an attention-control training to improve students’ instant phonological short-term memory ability. Results show that English learning beginners’ brain of age 6 are highly plastic, their up-boundary of the short-term memory can be instantly enhanced through the attention-control training by enlarging their processing window of the English stimuli. The attention-transfer patterns discovered by the data mining technique also suggested that students with different phonological short-term memory ability would have different interference-inhibition patterns, which provided evidence for the designing of the long-term interventions regarding attention-control.