The competition model: the input, the context, and the brain
The competition model: the input, the context, and the brain
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竞争模型：输入、情境和大脑
DOI：
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发表时间：
2001
期刊：
影响因子：
--
通讯作者：
B. MacWhinney
中科院分区：
文献类型：
--
作者：
B. MacWhinney
简介 语言学习是输入、学习者和交互环境之间的三向交互（Bloom，1974）。这种三向交互为理解自然语境和正式语境中的第一语言习得和第二语言习得 (SLA) 提供了一个通用框架。为了详细说明这个总体框架，我们需要对其三个组件进行建模： 输入。我们需要知道如何构建语言输入以最大限度地提高学习效率。学习者使用输入的音韵、语法、语义和形态的哪些方面来“破解新语言的密码”？学习者。我们需要准确了解学习者的认知能力如何影响第二语言教学的过程和结果。上下文。传统上，课堂环境保持相当统一的结构，其中交互由教师控制。这个框架如何影响学习以及如何改变它以改进学习过程？本文将在竞争模型的框架内研究这三个组成部分（MacWhinney，1987；MacWhinney & Bates，1989）。为了量化输入在第二语言学习中的作用，该模型依赖于线索可靠性和可用性的概念。为了表征学习者的认知能力，该模型依赖于认知神经科学的发现。为了理解环境的作用，该模型阐述了环境和社会支持的概念。竞争模型将 L1 和 L2 学习视为建设性的、数据驱动的过程，不依赖于语言结构的共性，而是依赖于认知结构的共性。
Introduction Language learning is a three-way interaction between the input, the learner, and the interactional context (Bloom, 1974). This three-way interaction provides a general framework for understanding first and second language acquisition (SLA), in both naturalistic and formal contexts. In order to elaborate this general framework, we need to model its three components: The input. We need to know how the linguistic input can be structured to maximize effective learning. What aspects of the phonology, syntax, semantics, and morphology of the input does the learner use to ‘crack the code’ of the new language? The learner. We need to understand exactly how the cognitive abilities of the learner shape the process and outcome of L2 instruction. The context. Traditionally, the classroom environment maintains a rather uniform structure in which interaction is controlled by the instructor. How does this framework affect learning and how can it be varied to improve the learning process? This paper will examine these three components within the framework of the Competition Model (MacWhinney, 1987; MacWhinney & Bates, 1989). To quantify the role of the input in L2 learning, the model relies on the concepts of cue reliability and availability. To characterize the cognitive abilities of the learner, the model relies on findings from cognitive neuroscience. To understand the role of the context, the model elaborates the concepts of environmental and social support. The Competition Model views both L1 and L2 learning as constructive, data-driven processes that rely not on universals of linguistic structure, but on universals of cognitive structure.
DOI：
10.1037/0278-7393.19.3.528
发表时间：
1993-05-01
影响因子：
2.6
作者：
TRUESWELL, JC;TANENHAUS, MK;KELLO, C
通讯作者：
KELLO, C