社会认知主义视角对二语习得研究的启示  

Implications of Sociocognitive Perspective for Second Language Acquisition

作　　者：张凤娟[1,2] 刘永兵[1] 

机构地区：[1]东北师范大学外国语学院,吉林长春130024 [2]吉林大学公共外语教育学院,吉林长春130012

出　　处：《东北师大学报（哲学社会科学版）》2012年第3期126-129,共4页Journal of Northeast Normal University(Philosophy and Social Science Edition)

基　　金：国家社科基金重点项目(07AYY003)

摘　　要：社会认知主义是二语习得领域里继结构行为主义和心灵认知主义之后的新兴理论取向,主张融合认知和社会两种视角研究二语习得的重要问题,更加全面地理解二语习得的复杂本质。本文旨在探索社会认知主义理论取向的发展背景和主要影响理论,并从学习观、教学观、教师发展观、科研观几个方面分析社会认知主义理论取向对我国的二语习得及相关研究的启示。Sociocognitivism is an emerging theoretical perspective in the field of second language acquisition after structural behaviorism and mental cognitivism. It argues for the integration of cognitive and social perspectives in studying the important issues of second language acquisition in order to truly understand its complex nature. This article studies the history and main influencing theories of the sociocognitive approach and explores its implications for the theory and practice of second language acquisition in China in terms of learning, teaching, teacher development and research.

关 键 词：二语习得 社会认知主义 结构行为主义 心灵认知主义 

分 类 号：H0-06[语言文字—语言学]