二语习得社会认知论述评  

The Sociocognitive Approach to Second Language Acquisition: A Review

作　　者：杨梅[1] 谢洪[1] 

机构地区：[1]华南理工大学外国语学院,广东广州510640

出　　处：《山东外语教学》2015年第5期40-46,共7页Shandong Foreign Language Teaching

基　　金：国家社科基金重大项目"汉语二语学习的认知过程与高效率教学模式研究"(项目编号:12&ZD224);华南理工大学教研教改基金(项目编号:Y1130010)资助

摘　　要：Atkinson(2002,2010a,2014)以认知科学领域关于扩展认知和具身认知的相关研究为基础,结合当前二语习得研究理论的发展,提出了二语习得社会认知论。该理论强调心智、身体和世界共同作用并影响二语学习,主张语言学习的目的在于支持学习者动态适应复杂的社会生态环境,学习者内部认知与外部环境的互动协同是二语学习的基本条件。本文介绍二语习得社会认知论的背景、主要观点、方法特色等,并讨论其理论价值和对外语教学的启示。ased on the research of extended cognition and embodied cognition in the field of cognitive sci- ence, as well as the development of second language acquisition （SLA） theorizing, Atkinson （2002, 2010a,2014） and his colleagues propose and develop the sociocognitive approach to second language ac- quisition. According to this theory, mind, body, and world function integratively in second language acqui- sition and SLA is adaptation to/engagement with 1_2 environments. It also emphasizes social interaction/a- lignment as the main dynamic or ＂engine＂ of SLA. The present paper introduces the background, the fun- damental theoretical points, and the methodologies of this newly-established approach to SLA. It also dis- cusses its theoretical and pedagogical implications.

关 键 词：二语习得 社会认知 协同 

分 类 号：H319[语言文字—英语]