TOWARDS A THEORY OF LANGUAGE LEARNING ABILITY
TOWARDS A THEORY OF LANGUAGE LEARNING ABILITY
复制标题
语言学习能力理论
DOI：
10.1111/j.1467-1770.1979.tb01066.x
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发表时间：
1979
影响因子：
4.4
通讯作者：
Gerald G. Neufeld
中科院分区：
文献类型：
--
作者：
Gerald G. Neufeld
本文考察了成人的外语或第二语言学习能力问题，并特别注意了“关键期”假说。尽管回顾了几项研究的数据，但讨论集中在该领域传统研究方法的适当性上。
作者首先总结了在文献中出现的关于外语或第二语言能力的四种最常被讨论的观点。然后他转向方法论问题，在那里他主张从宏观相关研究转向更仔细控制的微观研究，这体现了发展的零假设。在论文的第三部分，他讨论了他对成人第二语言学习能力进行的三项研究。最后，作者列举了他认为对未来研究最重要的问题。他重申了他的主张，即研究语言学习能力的本质的最佳方式是狭隘地关注理想化语境中的特定问题，在严格控制的设计中，非语言变量被减少到最低限度。
In this paper, the problem of foreign or second language learning ability in adults is examined with special attention to the “critical period” hypothesis. Although data from several studies are reviewed, discussion centers around the appropriateness of traditional research methodology in the area.
The author begins with a summary of the four most frequently discussed positions on foreign or second language aptitude as they appear in the literature. He then turns to methodological issues where he argues for a shift in orientation from macrocorrelational studies to more carefully controlled micro research which embodies the developmental null hypothesis. In the third portion of the paper, he discusses three studies he has conducted on second language learning ability in adults. The author concludes by enumerating the issues he views most important for future research. He reaffirms his claim that the optimal way to study the nature of language learning ability is to focus narrowly upon specific problems in idealized contexts where extralinguistic variables are reduced to a minimum in tightly controlled designs.