Declarative and Procedural Determinants of Second Languages
Declarative and Procedural Determinants of Second Languages
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第二语言的陈述性和程序性决定因素
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发表时间：
2009
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通讯作者：
M. Paradis
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作者：
M. Paradis
这本书是作者17年来作为第二语言的英语和法语教学的观察和困惑的结果，随后是30年的双语神经语言学方面的研究。在双语的神经语言学理论（帕拉迪斯，2004）的框架内，它考察了陈述性记忆和程序性记忆对第二语言的挪用，表征和处理所做出的重要和普遍的贡献。这需要仔细考虑与第二语言研究相关的一些概念：意识，界面，模块化，自动性，熟练度，准确性，流利性，摄入量，最终达到，转换，内隐语言能力和外显元语言知识。它由来自各个领域的数据提供信息，包括语言病理学，神经影像学，以及来自围栏两侧的实际课堂经验。本书在双语的神经语言学理论的框架内进一步提出了四个建议：（1）有两套大脑表征，那些能够达到意识的和那些不能达到意识的;内隐语法本质上是不能达到意识的。(2)在神经影像学研究中观察到的第二语言使用过程中激活的增加并不致力于内隐语言能力的处理。(3)摄入量是双重隐含的。(4)假设元语言知识不能转化为内隐能力，那么两者之间就不可能有接口。
This volume is the outcome of the author’s observations and puzzlement over seventeen years of teaching English and French as second languages, followed by 30 years of research into the neurolinguistic aspects of bilingualism. It examines, within the framework of a neurolinguistic theory of bilingualism (Paradis, 2004), the crucial and pervasive contributions made by declarative and procedural memory to the appropriation, representation and processing of a second language. This requires careful consideration of a number of concepts associated with issues pertaining to second language research: consciousness, interface, modularity, automaticity, proficiency, accuracy, fluency, intake, ultimate attainment, switching, implicit linguistic competence and explicit metalinguistic knowledge. It is informed by data from a variety of domains, including language pathology, neuroimaging, and, from each side of the fence, practical classroom experience. This book introduces four further proposals within the framework of a neurolinguistic theory of bilingualism: (1) There are two sets of cerebral representations, those that are capable of reaching consciousness and those that are not; implicit grammar is inherently not capable of reaching consciousness. (2) The increased activation observed in neuroimaging studies during the use of a second language is not devoted to the processing of implicit linguistic competence. (3) Intake is doubly implicit. (4) Given the premise that metalinguistic knowledge cannot be converted into implicit competence, there can be no possible interface between the two.