Interdependence of first-and second-language proficiency in
Interdependence of first-and second-language proficiency in
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第一语言和第二语言能力的相互依赖性
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发表时间：
1991
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通讯作者：
J. Cummins
中科院分区：
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作者：
J. Cummins
当儿童开始第二语言的习得时，无论是在家里还是在学校，他们的认知资源显然在语言习得的速度和最终成功方面起着核心作用。其他个人因素，如动机和语境因素，决定了接触第二语言的数量和类型，也是习得过程的核心，在大多数情况下可能与认知因素相互作用。在本章中，我认为，第二语言习得的过程可以通过区分两个方面的能力，在特定的方式与习得过程的决定因素，即，基于属性和基于输入方面的熟练程度之间的区别。基于属性的能力指的是那些能力维度，其习得受到个体学习者相对稳定的属性的强烈影响，例如，认知和个性变量。另一方面，以输入为基础的熟练程度与个体的稳定属性的关系要比与从环境中接收到的第二语言输入的质量和数量的关系小得多。在获得第二语言的初始阶段，基于属性和基于输入的熟练度维度之间的区别可能并不明显，但随着时间的推移，属性和输入的独特影响将导致这些维度之间的差异。
When children begin the acquisition of a second language (L2), whether in the home or at school, their cognitive resources clearly play a central role in the rapidity and ultimate success with which that language is acquired. Other individual factors, such as motivation, and contextual factors that determine amount and type of exposure to the second language, are also central to the acquisition process and in most situations are likely to interact with cognitive factors. I argue in this chapter that the process of second-language acquisition can be clarified by distinguishing between two dimensions of proficiency that relate in specific ways to determinants of the acquisition process, namely, attribute-based and input-based aspects of proficiency. Attribute-based aspects of proficiency refer to those dimensions of proficiency whose acquisition is strongly influenced by relatively stable attributes of the individual learner, for example, cognitive and personality variables. Input-based aspects of proficiency, on the other hand, are considerably less related to stable attributes of the individual than they are to the quality and quantity of L2 input received from the environment. In the initial stages of acquiring the L2 the distinction between attribute- and input-based dimensions of proficiency may not be apparent but, over time, the distinctive influences of attributes and input will result in differentiation between these dimensions.