摘要
社会文化理论强调社会文化因素对第二语言习得的影响,进而认为一门语言的习得实质上就是一个学习者不断重塑自己的身份与建构自我主体意识的过程。认知语言学则把语言习得视作一个自我内化的认知过程,进而专注于学习者认知机制的研究。二者以各自研究的视角对第二语言习得的研究进行了极大地开拓,但也正是由于二者的分离性,导致了许多悬而未决的学术分歧,始终没有达成一致的共识。复动态系统理论的出现,打破了传统的关于第二语言习得的狭隘视角,为社会文化理论与认知语言学的融合提供了新的契机。其所强调的复杂性、动态性和非线性等特征也将为理解第二语言教学中的诸多概念提供一个新的参照系。
Socio-cultural theory emphasizes the influence of social and cultural factors on second language acquisition,and then considers that a language acquisition is essentially a process in leamers,continually reshape their identity and construct their own subjective consciousness.Cognitive linguistics regards language acquisition as a self-internalized cognitive process,and then focuses on the cognitive mechanism of learners.Botii of them e^lored the study of second language acquisition from the perspectives of their respective studies,but the separations of them also led to many unresolved academic disagreements and it seems that they are maybe never reached a consensus.The emergence of complex dynamic system theory breaks the traditional narrow perspective on second language acquisition,which provides a new opportunity for the integration of social culture theory and cognitive linguistics.The complexity,dynamics and non-linearity of complex dynamic system theory will also provide a new frame of reference for understanding many concepts in second language teaching.
作者
李代鹏
LI Daipeng(Overseas Education College,Xiamen University,Xiamen 361102 China)
出处
《国际汉语学报》
2017年第2期213-233,共21页
International Journal of Chinese Studies
