The paper discusses SL learners＇ lexical competence from O＇Connor＇s Five Steps of Vocabulary Acquisition Theory, Collins ＆ Loftus＇s Semantic Network Theory and Fay ＆ Cutler＇s Mental Lexicon Theory. From the dis...The paper discusses SL learners＇ lexical competence from O＇Connor＇s Five Steps of Vocabulary Acquisition Theory, Collins ＆ Loftus＇s Semantic Network Theory and Fay ＆ Cutler＇s Mental Lexicon Theory. From the discussion, the author finds that second language learners＇ lexical competence includes the following aspects： the ability to recall the words which are similar to the target words in spelling and pronunciation; the ability to recall the synonyms of the target words; the ability to recall the antonyms of the target words; and the ability to recall the related words which come together with the target words in a context. Meanwhile it advances some strategies to develop the corresponding competence.展开更多
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...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.展开更多
文摘The paper discusses SL learners＇ lexical competence from O＇Connor＇s Five Steps of Vocabulary Acquisition Theory, Collins ＆ Loftus＇s Semantic Network Theory and Fay ＆ Cutler＇s Mental Lexicon Theory. From the discussion, the author finds that second language learners＇ lexical competence includes the following aspects： the ability to recall the words which are similar to the target words in spelling and pronunciation; the ability to recall the synonyms of the target words; the ability to recall the antonyms of the target words; and the ability to recall the related words which come together with the target words in a context. Meanwhile it advances some strategies to develop the corresponding competence.
文摘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.
