Towards a unified account of the representation, processing and acquisition of second language knowledge
Towards a unified account of the representation, processing and acquisition of second language knowledge
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对第二语言知识的表示、处理和获取的统一描述
DOI：
10.1191/0267658302sr207oa
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发表时间：
2002
影响因子：
2.4
通讯作者：
J. Hulstijn
中科院分区：
文献类型：
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作者：
J. Hulstijn
本文认为有必要调和符号主义和连接主义的帐户（第二）语言学习提出九个索赔，旨在整合帐户的表征，处理和收购的第二语言（L2）的知识。知识表示被认为可以以符号和规则的形式，也可以以网络的形式，这些网络具有以分布式的、子符号的方式表示知识的隐藏单元层。内隐学习就是以这种网络的形式构建知识。网络节点之间的关联强度在学习的开始阶段随着暴露的积累而变化，遵循幂律（自动化）。网络部件可以获得与“符号”等同的状态。外显学习是以符号（概念）和规则的形式刻意构建可言语表达的知识。本文主张对第一语言学习采取非本土主义、新兴主义的观点，并采用了自己的版本，即第二语言学习中所谓的非界面立场：尽管外显知识不能通过实践转化为内隐知识，但人们认为，外显学习和实践往往通过创造内隐学习机会来形成掌握第二语言的有效方法。
This article argues for the need to reconcile symbolist and connectionist accounts of (second) language learning by propounding nine claims, aimed at integrating accounts of the representation, processing and acquisition of second language (L2) knowledge. Knowledge representation is claimed to be possible both in the form of symbols and rules and in the form of networks with layers of hidden units representing knowledge in a distributed, subsymbolic way. Implicit learning is the construction of knowledge in the form of such networks. The strength of association between the network nodes changes in the beginning stages of learning with accumulating exposure, following a power law (automatization). Network parts may attain the status equivalent to ‘symbols’. Explicit learning is the deliberate construction of verbalizable knowledge in the form of symbols (concepts) and rules. The article argues for a nonnativist, emergentist view of first language learning and adopts its own version of what could be called a non-interface position in L2 learning: although explicit knowledge cannot turn into implicit knowledge through practice, it is argued that explicit learning and practice often form efficient ways of mastering an L2 by creating opportunities for implicit learning.
DOI：
--
发表时间：
2017
期刊：
--
影响因子：
--
作者：
M. Just;P. Carpenter
通讯作者：
M. Just;P. Carpenter