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本文主要介绍新近的一种预测性和操作性较强的二语习得模型——CASP模式。该模型由Filipovic & Hawkins(2013)提出,由4条准则和5条次准则构成,是对一些人类理性行为的整体描述。CASP模型以一系列准则及次准则间的互动为特色,旨在从宏观层面上阐释二语习得过程中不同结构层次语项特征的动态分布及其发展途径。首先,本文从学习和加工成本投入、结构特征、使用频率、交际效果四方面展开对语项特征的讨论;然后,借助于这四方面关系和“有”和“无”母语迁移现象,全面介绍CASP模型中各准则和次准则内容。依据各准则和次准则的统摄力度,CASP模型阐释了不同结构层次的二语语项特征习得的顺序性问题,同时对长期以来争论较多的“有”和“无”母语迁移问题,也提出了较为合理的解决途径。最后,本文总结了CASP模型的优势及不足,并针对不足提出尝试性的解决方案。我们希望:国内广大外语教学研究者和教师可以批判性地将该模式引入外语教学研究中,丰富外语教学研究的内容。
This article mainly introduces a new predictive and practical second language acquisition model - CASP model. The model, proposed by Filipovic & Hawkins (2013), is composed of four criteria and five sub-criteria and is a general description of some of the human rational behaviors. The CASP model features a series of criteria and sub-criteria of interaction, aiming to explain the dynamic distribution and development of language features at different levels of structure in second language acquisition from a macro perspective. First of all, this article discusses the linguistic features in terms of learning and processing cost inputs, structural features, frequency of use, and communicative effects. Then, with the aid of these four aspects, the mother tongue of “有 ” and “无 Phenomenon, a comprehensive introduction of CASP model criteria and sub-criteria content. According to the standardization of each criterion and sub-criterion, the CASP model explains the order of the L2 language feature acquisition at different levels of structure, and at the same time discusses the long-time controversial ”“ and ”" no Migration, but also put forward a more reasonable solution. Finally, this article summarizes the advantages and disadvantages of the CASP model and proposes tentative solutions to the problems. We hope that the vast majority of foreign language teaching researchers and teachers can critically introduce the model into foreign language teaching and research and enrich the content of foreign language teaching and research.