第二语言习得中的年龄效应:扩展涌现论

IF 4.6 Q2 MATERIALS SCIENCE, BIOMATERIALS
Catherine L. Caldwell-Harris , Brian MacWhinney
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引用次数: 11

摘要

2005年,《科学》杂志将第二语言学习困难的解释问题列为科学研究面临的125个突出挑战之一。长期以来,以成熟为基础的敏感期一直是最受欢迎的解释,解释为什么最终外语成绩会随着年龄的增长而下降。然而,目前还没有发现限制语言学习的遗传或神经生物学机制。同时,我们知道认知、社会和动机因素在人类一生中以复杂的方式变化。应急主义理论为将这些变化与二语学习成功的变化联系起来提供了一个框架。不同年龄、社会群体和语言水平的学习、成就和损失模式存在巨大差异,这为紧急主义方法提供了核心动机。我们的综合包括三组随年龄系统变化的因素:环境支持、认知能力和语言学习动机。这一扩展的紧急主义解释了为什么以及何时第二语言对一些儿童和成年人来说是成功的,而对另一些人来说是失败的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Age effects in second language acquisition: Expanding the emergentist account

In 2005, Science magazine designated the problem of accounting for difficulties in L2 (second language) learning as one of the 125 outstanding challenges facing scientific research. A maturationally-based sensitive period has long been the favorite explanation for why ultimate foreign language attainment declines with age-of-acquisition. However, no genetic or neurobiological mechanisms for limiting language learning have yet been identified. At the same time, we know that cognitive, social, and motivational factors change in complex ways across the human lifespan. Emergentist theory provides a framework for relating these changes to variation in the success of L2 learning. The great variability in patterns of learning, attainment, and loss across ages, social groups, and linguistic levels provides the core motivation for the emergentist approach. Our synthesis incorporates three groups of factors which change systematically with age: environmental supports, cognitive abilities, and motivation for language learning. This extended emergentist account explains why and when second language succeeds for some children and adults and fails for others.

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来源期刊
ACS Applied Bio Materials
ACS Applied Bio Materials Chemistry-Chemistry (all)
CiteScore
9.40
自引率
2.10%
发文量
464
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