论心理语言学的第二语言习得心理机理假设的意义  

On the Significance of Psychological Mechanism Hypotheses for Second Language Acquisition in Psycholinguistics

作　　者：张思武[1] 

机构地区：[1]四川师范大学学报编辑部/外国语学院,四川成都610068

出　　处：《外国语文》2009年第3期121-127,共7页Foreign Languages and Literature

摘　　要：心理语言学以中间语理论为逻辑基础提出的关于第二语言习得的心理过程和心理机理的假设,指明了第二语言习得的本质就是学语者中间语系统的语法变化,而这一变化过程主要是在专注语言形式和进行句法处理的条件下发生的。因此,判断某种语言教学/学习途径是否具有应用语言学价值,是否有利于第二语言习得发生,需要检验它是否能使中间语的语言结构变得愈加复杂愈加接近目的语;因此,第二语言教学途径和第二语言学习途径应该专注语言形式和进行句法处理。The hypotheses for the psychological process and mechanism of second language acquisition raised by psycholinguisties, taking interlanguage theory as its logic basis, indicates that the essence of second language acquisition is the gram- matical change of the language learner＇ s interlanguage, which takes place principally under the conditions of a focus on language form and operation of syntax-processing. Therefore, it calls for an examination of a certain language teaching/ learning approach whether it conduces towards the complexity of the interlanguage form and approximation to the target language, to judge whether it is of applied linguistic value or whether it is conducive to the taking place of second language leaming. And therefore, second language teaching and second language learning approaches must focus on language form and operate syntax-processing.

关 键 词：二语习得 心理语言学 中间语 相互作用假设 输出假设 注意假设 语言处理双重系统 

分 类 号：H319.3[语言文字—英语]