摘要
This article traces the evolution of the field of second language acquisition/development(SLA/SLD). It chronicles the evolution in terms of different disciplines and theories that have been influential, beginning with the origin of SLA/SLD in linguistic thinking and expanding its scope of inquiry to psycholinguistics. It has developed further with the disciplines of anthropology and sociology holding sway. More recently, newer cognitive theories have been influential. The article discusses the recent call for a transdisciplinary approach. More specifically, the author promotes the adoption of complex dynamic systems theory, in keeping with non-reductionist systems thinking. Not only is this sociocognitive theory an interdisciplinary theory, but it also highlights the dynamic, variable, nonlinear nature of second language development. This it does within an ecological conception of development, which insists on the relevance of context. It also maintains that SLA/SLD is not a matter of input becoming output, but rather that language patterns emerge from the interaction of its users, given the affordances that they perceive. The article concludes with a discussion of several instructional issues.
本文追溯了第二语言习得/发展(SLA/SLD)研究领域的发展历程。SLA/SLD起源于语言学思考,随后研究范围扩大到心理语言学,期间受到不同学科和多种理论的影响。SLA/SLD随着人类学和社会学的发展而进一步发展。最近,新的认知理论已对SLA/SLD产生影响。本文讨论了近期学界对跨学科研究方法的呼吁。具体一点地说,作者提倡采用复杂动态系统理论,以便与非简化系统思维保持一致。这种社会认知理论不仅是跨学科的理论,而且还强调了第二语言发展的动态、可变、非线性的性质。它是在生态发展观的构架上进行的,生态发展观强调情境的相关性。这一观念还坚持认为,SLA/SLD并不能简单归结为输入转为输出,而是要考虑到语言使用者感知到的语言功能,语言模式是语言使用者交流互动的过程中出现的。本文最后讨论了几个与教学有关的问题。
