智能语言学习的认知基础及对SLA的新启示
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摘要
智能语言学习在人工智能发展大潮中应运而生,它以智能设备为技术支撑,以人机交互为基本路径,帮助人实现交际目标。智能设备在完成任务能力方面和人脑及身体具有对等性。基于对等性原则,文章认为,智能语言学习的认知基础是延展认知,延展认知具有环境依赖性、适应性、分享性等特点。基于延展认知的智能语言学习为二语习得研究带来了新启示。在这种模式下的语言学习不是发生在语言习得机制这一"黑匣子"里,而是发生在学习者与环境的互动中,强调学习者在环境交互中的变化,二语习得者应遵循不可分原则、适应性原则和协同原则,并重视智能语言学习的价值。
Artificial Intelligent Language Learning(AILL) aims at enriching communication with the assistance of intelligent facilities. Intelligent facilities are considered as equal to human brains or bodies in terms of the function of finishing tasks. Based on the Parity Principle, the paper claims that the cognitive basis of AILL is extended cognition, which holds that cognition is environment-dependent, environment-adaptive, shared, distributed and environment is highly structured for cognitive activities. AILL based on extended cognition brings good news and valuable implications for Second Language Acquisition(SLA). Under the context of technology, extended and embodied cognition, SLA occurs in the interaction between learners and environment(including technological environment) rather than in the "black box" of Language Acquisition Device. We propose that SLA should follow the principles of inseparability, adaptability and alignment, and highlight the value of affordance and technology.
Artificial Intelligent Language Learning(AILL) aims at enriching communication with the assistance of intelligent facilities. Intelligent facilities are considered as equal to human brains or bodies in terms of the function of finishing tasks. Based on the Parity Principle, the paper claims that the cognitive basis of AILL is extended cognition, which holds that cognition is environment-dependent, environment-adaptive, shared, distributed and environment is highly structured for cognitive activities. AILL based on extended cognition brings good news and valuable implications for Second Language Acquisition(SLA). Under the context of technology, extended and embodied cognition, SLA occurs in the interaction between learners and environment(including technological environment) rather than in the "black box" of Language Acquisition Device. We propose that SLA should follow the principles of inseparability, adaptability and alignment, and highlight the value of affordance and technology.
引文
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[2]Atkinson,D.et al.Alignment and interaction in sociocognitive approach to second language acquisition[J].Modern Language Journal,2007(91).
[3]Barselou,L.Grounded cognition[J].Annual Review of Psychology,2008(59).
[4]Bateson,G.Steps to an Ecology of Mind[M].Chicago:University of Chicago Press,1972.
[5]Boden,M.Mind as Machine:A History of Cognitive Science[M].Oxford:Clarendon Press,2006.
[6]Brooks,R.Elephants don’t play chess[J].Robotics and Autonomous Systems,1990(6).
[7]Clark,A.Microcognition:Philosophy,Cognitive Science,and Parallel Distributed Processing[M].Cambridge:MITPress,1989.
[8]Clark,A.&D.Chalmers.The extended mind[J].Analysis,1998(58).
[9]Equinox Films.The human language:Acquiring the human language:Playing the language game[OL].Retrieved from http://www.transmitmedia.com,1995.
[10]Goldberg,A.E.Constructions:A Construction Approach to Argument Structure[M].London:The University of Chicago Press,1995.
[11]Heidegger,M.Being and Time[M].Oxford:Basil Blackwell,1962.
[12]Larsen-Freeman,D.Reflecting on the cognitive-social debate in second language acquisition[J].The Modern Language Journal,2007(5).
[13]Lakoff,G.&M.Johnson.Metaphors We Live by[M].London:The University of Chicago Press,1980.
[14]Lakoff,G.&M.Johnson.Philosophy in the Flesh:The Embodied Mind and Its Challenge to Western Thought[M].New York:Basic Books,1999.
[15]Levinson,S.C.On the human“interaction engine”[A].In Levinson,C.&J.Enfield(eds.).Roots of Human Sociality:Culture,Cognition and Interaction[C].Oxford:Berg Publishers,2006.
[16]Merleau-Ponty,M.Phenomenology of Perception[M].London:Routledge and Kegan Paul,1962.
[17]Niedenthal,P.M.et al.Embodiment in attitudes,social perception,and emotion[J].Personality and Social Psychology Review,2005(9).
[18]Schegloff,E.et al.Introduction,Interaction and Grammar[M].Cambridge:Cambridge University Press,1996.
[19]Schmidt,R.&P.Robinson.Attention,Cognition and Second Language Instruction[M].Cambridge:Cambridge University Press,2001.
[20]Searle,R.The Rediscovery of the Mind[M].Cambridge:MIT Press,1994.
[21]Sperber,D.&D.Wilson.Relevance:Communication and Cognition[M].Boston:Harvard University Press,1986.
[22]Wheeler,M.Reconstructing the Cognitive World[M].Cambridge:MIT Press,2005.
[23]Dreyfus,H.L(著).宁春岩(译).计算机不能做什么:人工智能的极限[M].北京:生活·读书·新知三联书店,1986.
[24]范伟伟,王光荣.延展认知论及其争论[J].心理学探新,2015(2).
[25]胡加圣.外语教育技术---从范式到学科[M].北京:外语教学与研究出版社,2015.
[26]华璐璐等.人工智能促进英语学习变革研究[J].现代远距离教育,2017(6).
[27]李建会,夏永红.延展心灵的三次浪潮[J].科学技术哲学研究,2016(1).
[28]梁爱民.第二语言习得社会认知视角研究[J].济南大学学报(社会科学版),2014(3).
[29]刘晓力.延展认知与延展心灵论辨析[J].中国社会科学,2010(1).
[30]刘玉梅.Goldberg认知构式语法基本观点:反思与前瞻[J].现代外语,2010(2).
[31]王寅.认知语言学[M].上海:上海外语教育出版社,2006.
[32]王寅.后现代哲学视野下的体认语言学[J].外国语文,2014(6).
[33]叶浩生.具身认知:认知心理学的新取向[J].心理科学进展,2010(5).
[34]余可华.可供性理论对二语习得的启示[J].外语教学理论与实践,2018(3).
[35]张凤娟,刘永兵.社会认知主义视角对SLA研究的启示[J].东北师大学报(哲学社会科学版),2012(3).