成人外语学习的认知结构系统研究
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摘要
应用语言学界和语言教学界关于母语对第二语言或外语学习的影响一直持有不同看法。20世纪60年代,行为主义学习理论认为,第二语言或外学习跟其他任何动物的学习过程一样,是语言学习者在学习过程中不断接受新的语言信息的“刺激—反应”,从而形成第二语言习惯的过程。同时认为学习者头脑中的母语语法知识会“干扰”第二语言知识的获得,母语对第二语言的学习会产生“负迁移”作用。因此,在语言教学过程中可以通过“对比分析”的方法来预见语言学习者在学习过程中的错误。这样,母语在第二语言课堂中被禁止使用(Cook,2001)。语言学家Ellis(1984)也认为,利用母语组织外语课堂教学或讲授第二语言知识,剥夺了学生接受目的语的输入机会,学生有可能只专注教师的母语而忽略了目的语的输入。
20世纪70年代,随着语言大师Chomsky对行为主义学习理论的抨击,认知心理学理论逐步取代了行为主义学习理论,重新评价了母语在第二语言习得中的作用。比如,Corder(1978)将“干扰”的含义重新定义为“调解”(intercession),即由于学习者还未掌握足够的第二语言知识而采用的一种交际策略。这种观点解释了为什么第二语言学习者在学习初期会更多地依赖母语。
心理语言学家认为,第一语言习得是语言“习得机制”在起作用,而第二语言习得则是一个认知发展的过程,是一种创造性的建构活动。随着学习者第二语言熟练程度的提高,第一语言即母语的作用会相应减弱。这为教师和学生在外语学习过程中适当使用母语提供了理论基础。
成人学习外语是在母语环境中进行的,与儿童习得母语有很大差别。其重要原因就是在他们学习外语之前,大脑里已经具备了完善的母语知识结构和强大的母语认知结构。因此,在外语学习过程中他们不可能再像儿童习得母语那样只受一种认知结构的支配,只有一种思维方式支配他们的学习行为。所以他们在外语学习过程中的心理机制和认知处理方式都具有突出的特点,值得我们进一步探讨。
我的导师尹德谟教授经过多年的潜心研究,在国内首次提出了关于成人外语学习过程中知识结构和认知结构的“双元结构”理论。该理论假设主要涉及语言和思维与“双元结构”之间的相互关系。该假设认为,成年人在外语学习过程中,母语和外语两种语言所形成的知识结构和认知结构在不同的阶段其强弱程度和比例是不断变化的。成年人在外语学习的不同阶段,母语对外语学习的影响程度也不相同,两种语言在大脑中形成的认知结构也会相互影响,最后经过彼此同化适应而达到相互提高的目的。本研究正是这一课题的一个分支研究,旨在进一步论证和探讨尹德谟教授提出的上述理论。
论文通过研究语言与思维的关系、儿童语言习得与成人语言学习的差异,进一步阐释成年人在外语学习过程中所形成的大脑语言“双元结构”理论假设,分析成年人外语学习的心理机制,指出成年人在外语学习过程中是如何利用其母语知识结构和认知结构来促进外语学习的,从而让语言学习者和语言研究者更加清楚地认识成人外语学习者的认知结构系统。为了证明母语知识对外语学习的促进作用,本研究还专门进行了一项利用母语促进外语词汇习得的实证研究。
Applied linguists have held different views about the influence of mother tongue on second language acquisition or the foreign language learning, In the 1960s, behaviorists think that second language acquisition or foreign language learning, like any other animal-type learning process, is a process of habit formation. They think language learners are stimulated by new language information in learning process, then have response to the stimuli like any animals. After continuous repeating and reinforcement, they form new language habits in their brain. They think the learner's mother tongue knowledge has "disturbance" to second language acquisition, so mother tongue has "negative transfer" in second language learning. Therefore, the method of "contrastive analysis" is used in language teaching so as to predict learner's mistakes in the learners' language learning. As a result, mother tongue is forbidden in second language classroom (Cook, 2001). Some linguists including Ellis (1984) believe that using mother tongue to organize classroom teaching reduces students' opportunities to take in target language information. Also students probably concentrate on the teacher's mother tongue rather than his target language.
In the.1970s, Linguist Chomsky had a fierce attack on behaviorism learning theory, and cognition psychology theory took the place of behaviorism theory step by step. The role of mother tongue in second language learning was valued again by language researchers and language learners. For example, Corder (1978) redefined "disturbance of mother tongue" as "intercession", namely a second language learner's communicating strategy because he has not mastered enough second language knowledge. This explains why second language learners rely more on their mother tongue in the early stage.
Psycholinguists believe that first language acquisition mainly depends on "Language Acquisition Device", a mental mechanism while second language acquisition is a process of cognition development, a creative construction of cognition. As learners become more fluent in second language, the role of mother tongue will die away gradually. It provides theoretical foundation for the teachers and students to use some mother tongue in the process of second language learning.
Adult students are learning foreign language in a mother tongue environment, so it has many differences from children's language acquisition. One of the big differences is that they have already had a perfect knowledge structure and a cognition structure of mother tongue before they begin to learn a foreign language. Therefore, it is impossible for them to be dominated only by one cognition structure in foreign language learning. Their learning activities can also not be controlled by only one language thinking. Therefore, adults' mental mechanism and cognition processing are worth studying because they have prominent characteristics in foreign language learning.
My tutor, professor Yin De-mo, having been concentrated on the study of English teaching methodology concerning language and thinking for many years, put forward for the first time in domestic a hypothesis theory about adults' "BILINGUAL STRUCTURE" in the process of foreign language learning, which involves the functions of language and thinking in the knowledge structures and cognition structures of two languages in learner's brain. It points out that the proportion of knowledge structures and cognition structures between mother tongue and foreign language unceasingly change in different stages. Mother tongue plays a different role in foreign language learning according to learner's foreign language level. Moreover, the two cognition structures of different languages interact each other, influence each other, and then adjust and improve each other at last.
This selected topic is a branch research of professor Yin's hypothesis, with the purpose of a further proving and studying the theory put forward by professor Yin Demo. This paper has a detailed study of the relationship between language and thinking, the difference between a child's language acquisition and an adults' language learning, then has a further study of adults' "bilingual cognition structure", further explains how adults use their psychological mechanisms in their foreign language learning. At last it points out how adults make use of their mother tongue knowledge and cognition structure in their foreign language learning to promote their foreign language study. In this way, the language researchers and language learners can have a clearer picture about adults' cognition structure system in their minds.In order to prove the role of mother tongue knowledge in foreign language learning, this research specially carried on an empirical study about how mother tongue knowledge affects adults' vocabulary learning.
20世纪70年代,随着语言大师Chomsky对行为主义学习理论的抨击,认知心理学理论逐步取代了行为主义学习理论,重新评价了母语在第二语言习得中的作用。比如,Corder(1978)将“干扰”的含义重新定义为“调解”(intercession),即由于学习者还未掌握足够的第二语言知识而采用的一种交际策略。这种观点解释了为什么第二语言学习者在学习初期会更多地依赖母语。
心理语言学家认为,第一语言习得是语言“习得机制”在起作用,而第二语言习得则是一个认知发展的过程,是一种创造性的建构活动。随着学习者第二语言熟练程度的提高,第一语言即母语的作用会相应减弱。这为教师和学生在外语学习过程中适当使用母语提供了理论基础。
成人学习外语是在母语环境中进行的,与儿童习得母语有很大差别。其重要原因就是在他们学习外语之前,大脑里已经具备了完善的母语知识结构和强大的母语认知结构。因此,在外语学习过程中他们不可能再像儿童习得母语那样只受一种认知结构的支配,只有一种思维方式支配他们的学习行为。所以他们在外语学习过程中的心理机制和认知处理方式都具有突出的特点,值得我们进一步探讨。
我的导师尹德谟教授经过多年的潜心研究,在国内首次提出了关于成人外语学习过程中知识结构和认知结构的“双元结构”理论。该理论假设主要涉及语言和思维与“双元结构”之间的相互关系。该假设认为,成年人在外语学习过程中,母语和外语两种语言所形成的知识结构和认知结构在不同的阶段其强弱程度和比例是不断变化的。成年人在外语学习的不同阶段,母语对外语学习的影响程度也不相同,两种语言在大脑中形成的认知结构也会相互影响,最后经过彼此同化适应而达到相互提高的目的。本研究正是这一课题的一个分支研究,旨在进一步论证和探讨尹德谟教授提出的上述理论。
论文通过研究语言与思维的关系、儿童语言习得与成人语言学习的差异,进一步阐释成年人在外语学习过程中所形成的大脑语言“双元结构”理论假设,分析成年人外语学习的心理机制,指出成年人在外语学习过程中是如何利用其母语知识结构和认知结构来促进外语学习的,从而让语言学习者和语言研究者更加清楚地认识成人外语学习者的认知结构系统。为了证明母语知识对外语学习的促进作用,本研究还专门进行了一项利用母语促进外语词汇习得的实证研究。
Applied linguists have held different views about the influence of mother tongue on second language acquisition or the foreign language learning, In the 1960s, behaviorists think that second language acquisition or foreign language learning, like any other animal-type learning process, is a process of habit formation. They think language learners are stimulated by new language information in learning process, then have response to the stimuli like any animals. After continuous repeating and reinforcement, they form new language habits in their brain. They think the learner's mother tongue knowledge has "disturbance" to second language acquisition, so mother tongue has "negative transfer" in second language learning. Therefore, the method of "contrastive analysis" is used in language teaching so as to predict learner's mistakes in the learners' language learning. As a result, mother tongue is forbidden in second language classroom (Cook, 2001). Some linguists including Ellis (1984) believe that using mother tongue to organize classroom teaching reduces students' opportunities to take in target language information. Also students probably concentrate on the teacher's mother tongue rather than his target language.
In the.1970s, Linguist Chomsky had a fierce attack on behaviorism learning theory, and cognition psychology theory took the place of behaviorism theory step by step. The role of mother tongue in second language learning was valued again by language researchers and language learners. For example, Corder (1978) redefined "disturbance of mother tongue" as "intercession", namely a second language learner's communicating strategy because he has not mastered enough second language knowledge. This explains why second language learners rely more on their mother tongue in the early stage.
Psycholinguists believe that first language acquisition mainly depends on "Language Acquisition Device", a mental mechanism while second language acquisition is a process of cognition development, a creative construction of cognition. As learners become more fluent in second language, the role of mother tongue will die away gradually. It provides theoretical foundation for the teachers and students to use some mother tongue in the process of second language learning.
Adult students are learning foreign language in a mother tongue environment, so it has many differences from children's language acquisition. One of the big differences is that they have already had a perfect knowledge structure and a cognition structure of mother tongue before they begin to learn a foreign language. Therefore, it is impossible for them to be dominated only by one cognition structure in foreign language learning. Their learning activities can also not be controlled by only one language thinking. Therefore, adults' mental mechanism and cognition processing are worth studying because they have prominent characteristics in foreign language learning.
My tutor, professor Yin De-mo, having been concentrated on the study of English teaching methodology concerning language and thinking for many years, put forward for the first time in domestic a hypothesis theory about adults' "BILINGUAL STRUCTURE" in the process of foreign language learning, which involves the functions of language and thinking in the knowledge structures and cognition structures of two languages in learner's brain. It points out that the proportion of knowledge structures and cognition structures between mother tongue and foreign language unceasingly change in different stages. Mother tongue plays a different role in foreign language learning according to learner's foreign language level. Moreover, the two cognition structures of different languages interact each other, influence each other, and then adjust and improve each other at last.
This selected topic is a branch research of professor Yin's hypothesis, with the purpose of a further proving and studying the theory put forward by professor Yin Demo. This paper has a detailed study of the relationship between language and thinking, the difference between a child's language acquisition and an adults' language learning, then has a further study of adults' "bilingual cognition structure", further explains how adults use their psychological mechanisms in their foreign language learning. At last it points out how adults make use of their mother tongue knowledge and cognition structure in their foreign language learning to promote their foreign language study. In this way, the language researchers and language learners can have a clearer picture about adults' cognition structure system in their minds.In order to prove the role of mother tongue knowledge in foreign language learning, this research specially carried on an empirical study about how mother tongue knowledge affects adults' vocabulary learning.
引文
[1]. Carroll, W. D. Psychology of Language [M]. Beijing: Foreign Language Teaching and Research Press. 2000.
[2]. Corder, S.P. A Role fro the Mother Tongue [A]. In Gass S. And Selinker L. (eds): Language Transfer in Language Learning[C]: Philadelphia: J. Benjamins, p. 19-45.1992.
[3]. Ellis, Rod. Instructed Second Language Acquisition: Learning in the Classroom [M]. Basil Blackwell Ltd., 1990.38-126.
[4]. Ellis, R. Understanding second Language Acquisition. Oxford: Oxford University Press, 1985
[5]. Ellis, R. The Study of Second Language Acquistition. Oxford: Oxford University Press, 1994
[6] Fletcher, P. and B. MacWhinney. (ed.). The Handbook of Child Language [M]. Cambridge: Blackwell Publishers Inc. 1996.
[7]. Gass, M. S. Input Interaction and the Second Language Learner [M]. New Jersey: Lawrence Erlbaum Associates, Publishers. 1997.
[8]. Ginsberg, E. and Grove. Language Development [M]. California: Books/Cole Publishing Company. 1997.
[9] Gleason, J. and N. Ratner. Psycholinguistics [M]. New York: Harcourt Brace College Publishers. 1998.
[10]. Healy, A. and L. Bourn. Foreign Language Learning: Psycholinguistic Studies on Training and Retention [M]. New Jersey: Lawrence Erlbaum Associates, Publishers. 1998.
[11].Krshen,S.Second Language Acquisition and Second Language Learning[M].Oxford:Pergamon.1981.
[12].Krashen,S.The Input Hypothisis.Issues and Implications.London:Longman,1985
[13].Larsen-Freeman,Long.Anlntroduction to Second Language Acquisition Research[M]Beijing:Foreign Language Teaching and Research Press,2000
[14].Lee Michael.Language,perception and the world[A].Hawkins John A.Explaining Language Universals[C].Basil Blackwell Ltd.,1988.
[15]Martin,D.and S.Crain.An Introduction to Linguistic Theory and Language Acquisition[M].Massachusetts:Blackwell Publishers Inc.1999.
[16].Niu,Qiang.Reexamining the Role of Input and the Features of Optimal Input[J].Teaching English in China.2001.24:6-11.
[17].Padila Amado M,Sung Hyekyung.Information Processing mode[A].Padila Amado M et al.Foreign LanguageEducation:Issues and Strategies[C].Sage Publications.The International Professional Publishers,1990.
[18].Skehan Peter.A Cognitive Approach to Language Learning[M].Oxford University Press,1988.11-60.
[19].Slobin,D.Psycholinguistics[M].Illinois:Scott,Foresman & Company.1979.
[20].陈文存.英语教学分析.[M].成都:西南交通大学出版社.2007
[21].戴曼纯.论第二语言词汇习得研究[J].外语教学与研究.2000,(2):138-144.
[22].桂诗春.新编心理语言学.[M].上海:上海外语教育出版社.2000.
[23].桂诗春.认知与外语学习.[J].外语教学与研究.1992(4)2-9
[24].胡春洞.英语学习论.南宁:广西教育出版社,1996
[25].贾冠杰.外语教育心理学.南宁:广西教育出版社,1996
[26].将祖康.第二语言习得研究.[M]北京:外语与教学研究出版社,1999
[27].李国宏.尹德谟.论英语语言习得中的“认知-知识语言双元结构”[J].西华大学学报.2005(3):71-73
[28].李俏.二语习得和外语教学的认知心理学探讨.[J].课程教材教法2005.(11):39-45
[29].刘润清.论大学英语教学.[M]外语教学与研究出版社.1999
[30].皮连生.现代认知学习心理学.[M].北京:人民教育出版社.1996
[31].皮连生.现代认知学习心理学.[M].北京:警官教育出版社.1998
[32].邵瑞珍.教育大辞典.教育心理学卷.[M]/上海:上海教育出版社.1990.
[33].施良方.学习论.[M]人民教育出版社.2001.
[34].吴庆麟.认知教学心理学.[M].上海:上海科学技术出版社.2000.
[35].夏纪梅.坚持符合客观实际的大学英语教学路子.[J].外语界.1999,(4):31-37.
肖德法。第二语言习得与外语教学[M]成都:成都电子科技大学出版社,1994
[36].徐烈炯.当代国外语言学:学科综述[M].郑州:河南人民出版社,1993.130-144.
[37].尹德谟.论语言与思维的关系.[J].西华大学学报.2005(4).
[38].尹德谟.语言习得与“行为-认知教学”.[J].西华大学学报.2004.(4)
[39].章士嵘.认知科学导论[M].北京:人民出版社.1992.111-168.
[40].朱纯外语教学心理学.[M].上海:上海外语教育出版社.1994
[2]. Corder, S.P. A Role fro the Mother Tongue [A]. In Gass S. And Selinker L. (eds): Language Transfer in Language Learning[C]: Philadelphia: J. Benjamins, p. 19-45.1992.
[3]. Ellis, Rod. Instructed Second Language Acquisition: Learning in the Classroom [M]. Basil Blackwell Ltd., 1990.38-126.
[4]. Ellis, R. Understanding second Language Acquisition. Oxford: Oxford University Press, 1985
[5]. Ellis, R. The Study of Second Language Acquistition. Oxford: Oxford University Press, 1994
[6] Fletcher, P. and B. MacWhinney. (ed.). The Handbook of Child Language [M]. Cambridge: Blackwell Publishers Inc. 1996.
[7]. Gass, M. S. Input Interaction and the Second Language Learner [M]. New Jersey: Lawrence Erlbaum Associates, Publishers. 1997.
[8]. Ginsberg, E. and Grove. Language Development [M]. California: Books/Cole Publishing Company. 1997.
[9] Gleason, J. and N. Ratner. Psycholinguistics [M]. New York: Harcourt Brace College Publishers. 1998.
[10]. Healy, A. and L. Bourn. Foreign Language Learning: Psycholinguistic Studies on Training and Retention [M]. New Jersey: Lawrence Erlbaum Associates, Publishers. 1998.
[11].Krshen,S.Second Language Acquisition and Second Language Learning[M].Oxford:Pergamon.1981.
[12].Krashen,S.The Input Hypothisis.Issues and Implications.London:Longman,1985
[13].Larsen-Freeman,Long.Anlntroduction to Second Language Acquisition Research[M]Beijing:Foreign Language Teaching and Research Press,2000
[14].Lee Michael.Language,perception and the world[A].Hawkins John A.Explaining Language Universals[C].Basil Blackwell Ltd.,1988.
[15]Martin,D.and S.Crain.An Introduction to Linguistic Theory and Language Acquisition[M].Massachusetts:Blackwell Publishers Inc.1999.
[16].Niu,Qiang.Reexamining the Role of Input and the Features of Optimal Input[J].Teaching English in China.2001.24:6-11.
[17].Padila Amado M,Sung Hyekyung.Information Processing mode[A].Padila Amado M et al.Foreign LanguageEducation:Issues and Strategies[C].Sage Publications.The International Professional Publishers,1990.
[18].Skehan Peter.A Cognitive Approach to Language Learning[M].Oxford University Press,1988.11-60.
[19].Slobin,D.Psycholinguistics[M].Illinois:Scott,Foresman & Company.1979.
[20].陈文存.英语教学分析.[M].成都:西南交通大学出版社.2007
[21].戴曼纯.论第二语言词汇习得研究[J].外语教学与研究.2000,(2):138-144.
[22].桂诗春.新编心理语言学.[M].上海:上海外语教育出版社.2000.
[23].桂诗春.认知与外语学习.[J].外语教学与研究.1992(4)2-9
[24].胡春洞.英语学习论.南宁:广西教育出版社,1996
[25].贾冠杰.外语教育心理学.南宁:广西教育出版社,1996
[26].将祖康.第二语言习得研究.[M]北京:外语与教学研究出版社,1999
[27].李国宏.尹德谟.论英语语言习得中的“认知-知识语言双元结构”[J].西华大学学报.2005(3):71-73
[28].李俏.二语习得和外语教学的认知心理学探讨.[J].课程教材教法2005.(11):39-45
[29].刘润清.论大学英语教学.[M]外语教学与研究出版社.1999
[30].皮连生.现代认知学习心理学.[M].北京:人民教育出版社.1996
[31].皮连生.现代认知学习心理学.[M].北京:警官教育出版社.1998
[32].邵瑞珍.教育大辞典.教育心理学卷.[M]/上海:上海教育出版社.1990.
[33].施良方.学习论.[M]人民教育出版社.2001.
[34].吴庆麟.认知教学心理学.[M].上海:上海科学技术出版社.2000.
[35].夏纪梅.坚持符合客观实际的大学英语教学路子.[J].外语界.1999,(4):31-37.
肖德法。第二语言习得与外语教学[M]成都:成都电子科技大学出版社,1994
[36].徐烈炯.当代国外语言学:学科综述[M].郑州:河南人民出版社,1993.130-144.
[37].尹德谟.论语言与思维的关系.[J].西华大学学报.2005(4).
[38].尹德谟.语言习得与“行为-认知教学”.[J].西华大学学报.2004.(4)
[39].章士嵘.认知科学导论[M].北京:人民出版社.1992.111-168.
[40].朱纯外语教学心理学.[M].上海:上海外语教育出版社.1994