影响第二语言习得深入持久性学习的生物价值系统  

The Biological Value System Influencing Deeper and Sustained SLA

作　　者：徐晓晴[1] 

机构地区：[1]苏州科技学院外国语学院,江苏苏州215011

出　　处：《外语教学》2007年第6期45-49,共5页Foreign Language Education

摘　　要：普遍认为第二语言学习在"关键期"前比在"关键期"后更有效,但是无论是少年儿童还是成人学习者所获得的语言习得水平相差很大。第二语言习得成功的可变性不一定是受关键期的影响,而是受情绪/情感的驱动,情绪基于人的生物价值系统:自我平衡价值系统和社会平衡价值系统,这两种价值系统是建立细胞体价值的基础。生物价值系统形成情感记忆,通过情感过滤评价环境刺激,指导着人们的学习,特别是像第二语言那样深入持久性的学习。It is generally recognized that if children are exposed to second language during childhood, they have the ability to acquire that language better. However, it is widely known that adolescent and adult learners of a second language vary greatly in the degree of proficiency they achieve. Variability in success appears both before and after puberty. Therefore, second language acquisition is not so much affected by puberty as by emotions based on innate homeostatic value and sociostatic value which establish the basis for somatic value. The three value systems form emotional memory, which acts as a filter that appraise current stimuli and guide sustained deep learning such as second language acquisition.

关 键 词：生物价值 情感记忆 刺激评价 深入持久性学习 第二语言习得 

分 类 号：H319[语言文字—英语]