动态系统理论与外语教学的相关性

1、动态系统理论与外语教学的相关性吉林大学公共外语教育学院第八英语教研室陈春田 电子信箱：chenctjlueducnI动态系统理论背景简介动态理论(Dynamic System Theory),简称DST。该理论源于 自然科学(例如：数学)的一个分支理论。说明该理论的一个 典型的例子是钟摆的运动轨迹构成的复杂变化(de Bot5 et al. 2007: 8)oI动态系统理论背景简介动态系统理论是研究复杂理论的科学动态系统理论是一门研究复杂理论的科学(de Bot, et al., 2005a)o它研究自然界的复杂和非线性系统 如何从混乱无序的状态进入有序状态(Larsen-Freeman, 1

2、997) oI动态系统理论背景简介 Larsen-Freeman首先把动态系统理论应用于第二 语言习得研究。她在1977年在Applied Linguistics 杂志上发表了: Chaos/complexity science and second language acquisition文。该文系统地阐 述了复杂理论与第二语言习得研究的相关性。I动态系统理论的本质和特点非线性线性变化是一条直线，即语言学习时由简单到复杂, 由低水平到高水平的过程。一定的原因导致一定的 结果。非线性变化是一条曲线，即语言学习有进步，也有 后退，有高峰，也有低谷。原因和结果不成比例。I动态系统理论的本质和特点蝴

3、蝶效应动态系统中不可预测的行为依其初始状态而，即开 始阶段的微弱变化可能会在后来引起急剧的变化 (de Bot, et al., 2007)例如：元音大移动(great English Vowel shift)I动态系统理论的本质和特点嵌套性(nesting)语言系统由若干分系统构成。每一个人的语言系统 都是由语言的分系统构成，包括语首、词法、句法、 篇章等。这些分系统构成了一个人的独立的语言动 态系统(de Bot, et al., 2005b)多个人的语言系统 构成了一个更大的语言系统。I动态系统理论的本质和特点自我重组性(self-reorganization)Developmental

4、 order comes about as a result of self-organizati on.发展变化的顺序来自于自我重组和调整。语言学习 者根据语言信息的输入发展自己独特的语言系统， 形成中介语(interlanguage),表现出语言系统的自 我重组性(de Bot, 2008)。I动态系统理论的本质和特点石化性(fossilization)随着动态系统的发展，动态系统会进入一个相对稳 定的状态(attractor state)或者叫做石化状态 (fossilization)( de Bot, et al., 2005b)。这是语言运 用者倾向于处在的一种状态。其相反的状态是排

5、斥 状态(repellerstate)。从动态系统理论的观点出 发，语言的石化与其变化均是动态系统的组成部分(van Geert, 2008)。相互连接性(i nterco n nected ness)语言系统中所有的可变因素都是相互联系的，一个 可变因素的变化会影响到系统中其他可变因素的变 化。这意味着在一定的时间内语言系统内的可变因 素(包括语音、词汇、语法等)相互作用和影响。每一个可变因素影响其他的可变因素，同时也影响 着自己本身的变化(van Geert, 1994)O动态系统理论与外语习得和磨蚀的相关性 动态系统与外语习得动态系统与外语磨蚀I动态系统与外语磨蚀最低限度结构发展条件(m

6、inimal structural growth condition)vanGeert (1995)对语言的习得提出了一个理论概念，即：实现语言习得 至少要满足最低限度结构发展条件(minimal structural growth condition), 即掌握和运用最基本的词汇和语法能力，使语言进一步发展成为可能。其次, 必须存在发展的资源，包括内部资源和外部资源。内部资源指个体学习者的 语言学习能力、概念知识以及动机；外部资源指为学习投入的时间、外部环 境中的语言、强化动机的外部环境等(de Bot, et al., 2007)o虽然第一语言 习得和第二语言习得存在不同过程，但是根据de

7、 Bot (2008)的观点，这 个动态模式同样适用于第一语言习得和第二语言习得，因为对于任何语言系 统的发展来说，最低量的资源是必需的。外部环境因素的影响动态系统理论表明，环境这个外部因素对于人的语 言变化起至关重要的作用(Ecke 2004)o语言学习 者在外语课程结束后，由于其外部环境发生变化， 停止或减少语言输入和使用所学外语，经过一段时 间的语言磨蚀后所学外语就会退化或被遗忘。I动态系统与外语磨蚀内部因素的影响由于环境的改变，学习者产生焦虑、紧张、疲劳、 缺乏动机和兴趣等因素会对外语习得产生负面影响。 根据二语习得的有关研究，学生的负面态度和缺乏 动机会加剧其第二语言的磨蚀(Gard

8、ner, et al., 1985) o多种语言系统的相互影响多种语言动态系统理论表明，一个人如果是双语运 用者或者多种语言运用者，大脑中的一种语言会与 另一种语言竞争习得语言的有限精力资源(Jessner, 2003； Kopke, 2004)o大脑中的多种语言会互相 干扰，从而导致语言磨蚀的发生。I动态系统理论与外语教学的关联性语言分系统互动学习者互动显性教学和隐性教学互动I动态系统理论与外语教学的关联性语言分系统互动从语言系统本身看，语言系统中的分系统：音位、 词法、句法、语义以及语用等互相依存。一个分 系统的变化会引起其它分系统的变化。换句话说, 整个系统的变化依分系统的互动而变化。I

9、动态系统理论与外语教学的关联性学习者互动语言学习既是个体学习也是与其他人互动交流的学 习。Vygotsky (1962)的社会文化理论 (Sociocultural Theory)强调学习者与其他人的 互动交流在语言学习过程中的重要性。I动态系统理论与外语教学的关联性显性教学和隐性教学互动隐性记忆(implicit memory) 显性记忆(explicit memory)隐性知识(implicit knowledge) 显性知识(explicit knowledge)性教学(implicit instruction)显性教学(explicit instruction)隐性学习(implici

10、t learning) 显性李习(explicit learning)I动态系统理论与外语教学的关联性Explicit and implicit memory is memory of a past event with or without conscious awareness, respectively(Schacter, 1987) On explicit memory tasks, participants are explicitly asked to recall past events or to recognize previously studied events(Huls

11、tijn32005). On implicit memory tasks, no reference is made to past events; participants are simply asked to perform the task as accurately and quickly as possible(Hulstijn，2005) Implicit and explicit knowledge differ in the extent to which one has or has not (respectively) an awareness of the regula

12、rities underlying the information one has knowledge of3 and to what extent one can or cannot (respectively) verbalize these reguarities(R Ellis，2004)Explicit and implicit knowledge are often associated with effortful and automatic processing, respectively.(Segalowit & Hulstijn，2005)I动态系统理论与外语教学的关联性

13、Explicit instruction: textbook or teacher explaining the 7ule,J (de Bot, et al., 2005b).Implicit in structi on: the lear nediscoven ng the rule, (de Bot, et al., 2005b)Instruction is explicit or implicit when learners do or do not receive information concerning rules underlying the input, respective

14、ly (R. Ellis, 1994, p.642; Norris & Ortega, 2000) Explicit learning is input processing with the conscious intention to find out whether the input information contains regularities and, if so, to work out the concepts and rules with which these regularities can be captured (Hulstijn, 2005). Implicit

15、 learning is input processing without such an intention, taking place unconsciously (Hulstijn, 2005).显性知识与隐性知识之间是否存在接口？无接口说强接口说弱接口说（顾琪一，2005）I动态系统理论与外语教学的关联性 Krashen认为不存在杨烈祥2008论证了存在接口 R. Ellis (2002)论证了基于语言形式的显性教学可 使语言学习者获取隐性语言知识。I动态系统理论与外语教学的关联性 Focus-on-FormsFocus-on-FormI动态系统理论与外语教学的关联性 Focus on

16、 Forms: treatment of the target L2 forms one by one in a sequence according to linguistic complexity; Focus on Form: brief, reactive interventions within the context of communication by drawing a learners attention to a linguistic feature that appears to cause trouble on that occasion. (Long, 1991)T

17、his review of classroom and laboratory research on the effects of FFI in SLA supports the view that FFI is beneficial to SLA. Furthermore，the results suggest that explicit FFI may be particularly effective in L2 classrooms which are communicatively-based and/or where the L2 is learned via subject-ma

18、tter instruction. (Spada, 1997)I动态系统理论与外语教学的关联性N. Ellis (1995: 136) reaches a similar conclusion:. implicit and explicit modes of operation interact in interesting ways.and demonstrate that a blend of explicit instruction and implicit learning can be superior to either just explicit instruction or i

19、mplicit learning alone二动态系统理论揭示了语言系统变化的规律和特点。人的语言系 统的变化与其内在因素和社会环境的影响紧密相连。在外语教 学中显性教学和隐性教学之间存在动态关系。显性知识和隐性 知识可互为转化。根据具体情况使显性教学法和隐性教学法相 互结合，相互补充，对外语教学会起到增效作用。研究动态系 统理论为研究外语教学提供了一个新的视角。正确理解和运用 动态系统理论，对于促进外语习得，防止语言磨蚀，指导外语 教学具有重要意义。:参考文献1 De Bot, K. Introduction: second language development as a dynamic

20、 processJ. The Modern Language Journa/,2008(92): 166-178.2 de Bot, K., M. Verspoor & W. Lowie. Dynamic system theory and applied inguistics: the ultimate uso what”？ JI. International Journal of Applied Linguistics, 2005a: 116-118.3 de Bot, K., W. Lowie & M. Verspoor. A Dynamic systems theory approac

21、h to second language acquisitionJ. Bilingualism: Language and Cognition, 2007(10):721.4 de Bot, K., W. Lowie & M. Verspoor. Second Language Acquisition: An Advanced Resource Soo/dMl. London, New York: Taylor & Francis Routledge, 2005b5 Ecke, P. Language attrition mnd theories of foraetting: a cross-

22、disciplinary reviewJ. International Journal of Bilingualism, 204:321-354.ELLIS, N. Consciousness in second language acquisition: a review of field studies and laboratory experiments J. Language Awarenessf 1995 (4):123-146.:参考文献 7 Ellis, N. C. The dynamics of sec ond Ian guage emerge nee: cycles of I

23、an guage use, language change, and Ianguage acquisition. The Modern Language Journal, 2008(92):232-249. 8 Ellis, N.C At the interface: dynamic interactions of explicit and implicit Ianguage knowledge. SSLA, 2005(27): 305-352. 9 Ellis, R. Does form-focused instruction affect the acquisition of implic

24、itknowledge?A review of the researchJ. Studies in Second Language Acquisition, 2002(24):223-236. 10 Ellis, R. The Study of Second Language Acquisition.Oxford: Oxford University Press, 1994. 11 Ellis, R. The definition and measurement of L2 explicit knowledgefJ. Language Learning, 2004(54丿：227-275. 1

25、2 Gardner, R., R. Lalonde & J. MacPherson. Social factors in second Ianguage attrition J. Language Learn/ng 1985(35): 519-540. 13 Herdina, P. & U. Jessner. A Dynamic Model of Multilingualism: Perspectives of Change in Psycholinguistics M. Clevedon: Multilingual Matters, 2002. 14 Hulstijn, J.H. Theor

26、etical and empirical issues in the study of implicit and explicit second-language learning: introductionJ. SSLA, 2005(27): 129-140. 15 Jessner, U. A dynamic approach to Ianguage attrition in multilingual systems A. In V.J. Cook (ed). Effects of the Second Language on the FirstC. Clevedon: Buffalo Mu

27、ltilingual Matters, 2003.16 Kopke, B. Neurolinguistic aspects of attritionJ. Journal of Neurolinguistics 2004(17):3-30:参考文献17 LarsenFreeman, D. Chaos/complexity science and second Ianguage acquisitionJ. Applied Linguistics, 1997(18):141-165.18 Long, M. H. Focus on form: a desig n feature in language

28、 teachi ng methodology A. In K. De Bot, R. Ginsberg, and C. Kramsch (Eds), Foreign language research in cross-cultural perspective (pp. 40-52) C. Amsterdam: John Benjamins. 1991.19 Norris, J.M. & L. Ortega Effectiveness of L2 instruction: a research synthesis and quantitative meta-analysisJ. Languag

29、e Learning, 2000(50): 417-528.20 Schacter, Schacter, D. L. Implicit memory: History and current status J. Journal of Experimental Psychology:Learning, Memory, and Cognition, 1987(73/501518.21 Segalowitz, N. & Hulstijn, J. Automaticity in second Ianguage learning A. In J.F. Kroll & A.M. B. de Groot (

30、Eds.), Handbook of bilingualism: Psycholinguistic approaches (pp. 371-388)C. Oxford: Oxford University Press, 2005.22 Spada, N. Fornvfocussed instruction and second Ianguage acquisitionJ, Language Teaching, 1997,(30):73-87.) 23 van Geert, P A dynamic systems model of basic developmental mechanisms: Diaget, Vygotsky, and beyondJ. Psychological Review, 1998 (5): 634-67724 van Geert, P. Gro