摘要
在批判认知主义取向的二语习得研究基础上,Atkinson建构了二语习得社会认知视角。协同是社会认知视角的基本原则。社会认知视角不主张二元对立的认知和社会关系,提出作为一种研究二语习得的方法,它应该二者并重。在社会认知视角下,语言是学习者通过参与活动,与学能高的社会成员进行互动时学到的,这个过程和生态环境相顺应。社会认知视角为二语习得研究提供了一种新思路,拓展了传统二语习得中"教师"和"课堂"两个概念的内涵,对语言教学有一定的启发意义。
Based on a critique of cognitivist SLA, Atkinson develops his notion of socio-cognitive perspective on SLA, in which alignment plays a crucial role. The socio-cognitive view protests against the dichotomy between the cognitive and the society, and claims that, as an approach to language, it is fundamentally cognitive and fundamentally social. From a socio-cognitive perspective, language acquisition occurs in the interaction with capable social members by means of participation and action, and would be fully integrated into other activities, people and things. Atkinson roots his theory in a social background which shifts its focus from cognitive properties of language learning to the social elements of language learning, such as interaction, participation, and alignment. The socio-cognitive approach to SLA has an extensive theoretical basis, and carries strong implication to SLA research and language teaching.
出处
《广西师范大学学报（哲学社会科学版）》
CSSCI
北大核心
2009年第1期89-93,共5页
Journal of Guangxi Normal University(Philosophy and Social Sciences Edition)
关键词
社会认知视角
协同
互动
顺应
socio-cognitive approach
alignment
interaction
adaptation
