摘要
从理论和实证两个层面对克拉申有关区分二语学得和习得的理论假设进行探讨,聚焦于三个方面:语言习得的本质,学得与习得的关系以及对“潜意识”的理解。然而习得的本质在于语言形式与其功能的融合;学得与习得应属于认知上的两个范畴,它们之间的界限是模糊的,不能生硬地完全分开;习得的“潜意识”现象是意识由语言形式向其功能迁移的结果。我国外语教学改革应该实事求是,需在“知识”和“运用”之间进行协调,两者兼顾是理想的选择,而适当运用“焦点式”任务型教学方式可帮助我们实现这一目标。
This paper is intended to investigate Krashen＇s L2 learning-acquisition distinction hypothesis both theoretically and empirically, focusing on three aspects： the essence of language acquisition, the relationship between acquisition and learning and the problem of consciousness. Based on theoretical reflections and analysis of the data collected through questionnaires, interviews, etc., the paper argues that the essence of acquisition lies in the integration of language form with its function, that learning and acquisition should be treated as two cognitive categories with fuzzy boundary in between and that the sub-consciousness characteristic of acquisition is no more than shifting of consciousness from language form to its function. The paper holds that appropriate reconciliation between ＂knowing＂ and ＂doing＂ is the ideal choice for our foreign language pedagogical reform and that proper use of focused taskbased aooroach can helo to realize such reconciliation.
出处
《扬州大学学报（高教研究版）》
2006年第3期83-87,共5页
Journal of Yangzhou University（Higher Education Study Edition）
基金
全国基础教育外语教学研究资助金项目课题(JJWYZX2004052)
关键词
学得
习得
外语教学
learning
acquisition
foreign language teaching
