摘要
外语学习障碍的概念在上世纪80年代提出,一直作为一种学习障碍被研究者关注,特别是在外语学习研究领域。这一概念在提出后就存在争议,争议的焦点在于如何定义和测量外语学习障碍,以及是否存在一种学习障碍叫做外语学习障碍。导致这些争议的原因主要来自学习障碍概念本身的争议和分歧,另外在外语学习障碍的定义和诊断上的问题也是导致争议的重要原因。对外语学习过程及其与母语习得之间差异的考察有助于我们重新认识外语学习障碍。
Foreign language learning disability （FLLD） has been studied as one kind of learning disabilities, especially in the field of foreign language learning since it was presented in a research as a conceptual term in 1980’s. From then on disputation about FLLD has never stopped, which mainly focuses on whether an FLLD exists or not as well as how to conceptualize and measure this so called FLLD. Factors that cause disputation are as follows： the conceptualization of Learning Disability （LD）, which may play the most important role in the disputing; the problems on the definition and diagnosis of FLLD. This article finds the analysis of the process of foreign language learning and the different processing between mother tongue and second language can lead a better knowledge of FLLD.
出处
《宁波教育学院学报》
2014年第5期79-82,共4页
Journal of Ningbo Institute of Education
关键词
学习障碍
外语学习障碍
争议
learning disabilities
foreign language learning disability
controversy
