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二语习得研究的认知传统源自科学史上的实证主义思维。然而,二语习得毕竟是一种语言学习,与社会文化、交往活动、对话阐释等要素是不能分离的。当下的二语习得研究领域存在一切都从认知出发的倾向,忽略最为根本的语言发生的社会文化环境和语言使用的对话性的社会和心理等特征。表现在具体研究方法上,就是过分倚重量化的数字,而贴近习得者主体性的定性设计明显不足,有必要反思这一研究现状。
The cognitive tradition of SLA derives from positivist thinking in the history of science. However, second language acquisition is, after all, a language learning that can not be separated from the elements of social culture, interaction, dialogue and interpretation. At present, there is a tendency that everything in the field of second language acquisition studies starts from cognition, neglecting the social and cultural environment where the most fundamental language occurs and the interactive social and psychological characteristics of language use. Performance in the specific research methods, is too much emphasis on quantitative figures, and close to the subject of the learner qualitative design is obviously inadequate, it is necessary to reflect on the status of the study.