学习与习得殊途而同归:——从认知学习理论看“学习、习得”对外语教学的启示

Learning and Acquisition: Two Pathways Leading to the Same Place——A Cognitive Perspective

本文从在二语习得研究领域里颇具影响的“监控理论”入手，讨论了认知学习理论和“学、习并行模式”，指出该模式对我国的外语教学具有以下四点启示：输入与输出并重、知识与技能并重、演绎与归纳并用、学习与习得并行。

This paper first points out that the major defect of Krashen's Monitor Theory, according to the author of this paper , seems to be that it fails to explain the cognitive process of the second language acquisition, and then it proceeds to discuss the cognitive learning theory proposed by Anderson. At last, the author strongly recommends Keith Johson's DECPRO,PRODEC models, maintaining that Johnson's models which are based on the cognitive learning theory may throw light on the solution of some general problems in our foreign language teaching practice.