動態(tài)系統(tǒng)理論與外語教學(xué)的相關(guān)性

1、動態(tài)系統(tǒng)理論與外語教學(xué)的相關(guān)性吉林大學(xué)公共外語教育學(xué)院第八英語教研室陳春田 電子信箱：chenctjlueducnI動態(tài)系統(tǒng)理論背景簡介動態(tài)理論(Dynamic System Theory),簡稱DST。該理論源于 自然科學(xué)(例如：數(shù)學(xué))的一個分支理論。說明該理論的一個 典型的例子是鐘擺的運動軌跡構(gòu)成的復(fù)雜變化(de Bot5 et al. 2007: 8)oI動態(tài)系統(tǒng)理論背景簡介動態(tài)系統(tǒng)理論是研究復(fù)雜理論的科學(xué)動態(tài)系統(tǒng)理論是一門研究復(fù)雜理論的科學(xué)(de Bot, et al., 2005a)o它研究自然界的復(fù)雜和非線性系統(tǒng) 如何從混亂無序的狀態(tài)進入有序狀態(tài)(Larsen-Freeman, 1

2、997) oI動態(tài)系統(tǒng)理論背景簡介 Larsen-Freeman首先把動態(tài)系統(tǒng)理論應(yīng)用于第二 語言習(xí)得研究。她在1977年在Applied Linguistics 雜志上發(fā)表了: Chaos/complexity science and second language acquisition文。該文系統(tǒng)地闡 述了復(fù)雜理論與第二語言習(xí)得研究的相關(guān)性。I動態(tài)系統(tǒng)理論的本質(zhì)和特點非線性線性變化是一條直線，即語言學(xué)習(xí)時由簡單到復(fù)雜, 由低水平到高水平的過程。一定的原因?qū)е乱欢ǖ?結(jié)果。非線性變化是一條曲線，即語言學(xué)習(xí)有進步，也有 后退，有高峰，也有低谷。原因和結(jié)果不成比例。I動態(tài)系統(tǒng)理論的本質(zhì)和特點蝴

3、蝶效應(yīng)動態(tài)系統(tǒng)中不可預(yù)測的行為依其初始狀態(tài)而，即開 始階段的微弱變化可能會在后來引起急劇的變化 (de Bot, et al., 2007)例如：元音大移動(great English Vowel shift)I動態(tài)系統(tǒng)理論的本質(zhì)和特點嵌套性(nesting)語言系統(tǒng)由若干分系統(tǒng)構(gòu)成。每一個人的語言系統(tǒng) 都是由語言的分系統(tǒng)構(gòu)成，包括語首、詞法、句法、 篇章等。這些分系統(tǒng)構(gòu)成了一個人的獨立的語言動 態(tài)系統(tǒng)(de Bot, et al., 2005b)多個人的語言系統(tǒng) 構(gòu)成了一個更大的語言系統(tǒng)。I動態(tài)系統(tǒng)理論的本質(zhì)和特點自我重組性(self-reorganization)Developmental

4、 order comes about as a result of self-organizati on.發(fā)展變化的順序來自于自我重組和調(diào)整。語言學(xué)習(xí) 者根據(jù)語言信息的輸入發(fā)展自己獨特的語言系統(tǒng)， 形成中介語(interlanguage),表現(xiàn)出語言系統(tǒng)的自 我重組性(de Bot, 2008)。I動態(tài)系統(tǒng)理論的本質(zhì)和特點石化性(fossilization)隨著動態(tài)系統(tǒng)的發(fā)展，動態(tài)系統(tǒng)會進入一個相對穩(wěn) 定的狀態(tài)(attractor state)或者叫做石化狀態(tài) (fossilization)( de Bot, et al., 2005b)。這是語言運 用者傾向于處在的一種狀態(tài)。其相反的狀態(tài)是排

5、斥 狀態(tài)(repellerstate)。從動態(tài)系統(tǒng)理論的觀點出 發(fā)，語言的石化與其變化均是動態(tài)系統(tǒng)的組成部分(van Geert, 2008)。相互連接性(i nterco n nected ness)語言系統(tǒng)中所有的可變因素都是相互聯(lián)系的，一個 可變因素的變化會影響到系統(tǒng)中其他可變因素的變 化。這意味著在一定的時間內(nèi)語言系統(tǒng)內(nèi)的可變因 素(包括語音、詞匯、語法等)相互作用和影響。每一個可變因素影響其他的可變因素，同時也影響 著自己本身的變化(van Geert, 1994)O動態(tài)系統(tǒng)理論與外語習(xí)得和磨蝕的相關(guān)性 動態(tài)系統(tǒng)與外語習(xí)得動態(tài)系統(tǒng)與外語磨蝕I動態(tài)系統(tǒng)與外語磨蝕最低限度結(jié)構(gòu)發(fā)展條件(m

6、inimal structural growth condition)vanGeert (1995)對語言的習(xí)得提出了一個理論概念，即：實現(xiàn)語言習(xí)得 至少要滿足最低限度結(jié)構(gòu)發(fā)展條件(minimal structural growth condition), 即掌握和運用最基本的詞匯和語法能力，使語言進一步發(fā)展成為可能。其次, 必須存在發(fā)展的資源，包括內(nèi)部資源和外部資源。內(nèi)部資源指個體學(xué)習(xí)者的 語言學(xué)習(xí)能力、概念知識以及動機；外部資源指為學(xué)習(xí)投入的時間、外部環(huán) 境中的語言、強化動機的外部環(huán)境等(de Bot, et al., 2007)o雖然第一語言 習(xí)得和第二語言習(xí)得存在不同過程，但是根據(jù)de

7、 Bot (2008)的觀點，這 個動態(tài)模式同樣適用于第一語言習(xí)得和第二語言習(xí)得，因為對于任何語言系 統(tǒng)的發(fā)展來說，最低量的資源是必需的。外部環(huán)境因素的影響動態(tài)系統(tǒng)理論表明，環(huán)境這個外部因素對于人的語 言變化起至關(guān)重要的作用(Ecke 2004)o語言學(xué)習(xí) 者在外語課程結(jié)束后，由于其外部環(huán)境發(fā)生變化， 停止或減少語言輸入和使用所學(xué)外語，經(jīng)過一段時 間的語言磨蝕后所學(xué)外語就會退化或被遺忘。I動態(tài)系統(tǒng)與外語磨蝕內(nèi)部因素的影響由于環(huán)境的改變，學(xué)習(xí)者產(chǎn)生焦慮、緊張、疲勞、 缺乏動機和興趣等因素會對外語習(xí)得產(chǎn)生負面影響。 根據(jù)二語習(xí)得的有關(guān)研究，學(xué)生的負面態(tài)度和缺乏 動機會加劇其第二語言的磨蝕(Gard

8、ner, et al., 1985) o多種語言系統(tǒng)的相互影響多種語言動態(tài)系統(tǒng)理論表明，一個人如果是雙語運 用者或者多種語言運用者，大腦中的一種語言會與 另一種語言競爭習(xí)得語言的有限精力資源(Jessner, 2003； Kopke, 2004)o大腦中的多種語言會互相 干擾，從而導(dǎo)致語言磨蝕的發(fā)生。I動態(tài)系統(tǒng)理論與外語教學(xué)的關(guān)聯(lián)性語言分系統(tǒng)互動學(xué)習(xí)者互動顯性教學(xué)和隱性教學(xué)互動I動態(tài)系統(tǒng)理論與外語教學(xué)的關(guān)聯(lián)性語言分系統(tǒng)互動從語言系統(tǒng)本身看，語言系統(tǒng)中的分系統(tǒng)：音位、 詞法、句法、語義以及語用等互相依存。一個分 系統(tǒng)的變化會引起其它分系統(tǒng)的變化。換句話說, 整個系統(tǒng)的變化依分系統(tǒng)的互動而變化。I

9、動態(tài)系統(tǒng)理論與外語教學(xué)的關(guān)聯(lián)性學(xué)習(xí)者互動語言學(xué)習(xí)既是個體學(xué)習(xí)也是與其他人互動交流的學(xué) 習(xí)。Vygotsky (1962)的社會文化理論 (Sociocultural Theory)強調(diào)學(xué)習(xí)者與其他人的 互動交流在語言學(xué)習(xí)過程中的重要性。I動態(tài)系統(tǒng)理論與外語教學(xué)的關(guān)聯(lián)性顯性教學(xué)和隱性教學(xué)互動隱性記憶(implicit memory) 顯性記憶(explicit memory)隱性知識(implicit knowledge) 顯性知識(explicit knowledge)性教學(xué)(implicit instruction)顯性教學(xué)(explicit instruction)隱性學(xué)習(xí)(implici

10、t learning) 顯性李習(xí)(explicit learning)I動態(tài)系統(tǒng)理論與外語教學(xué)的關(guān)聯(lián)性Explicit and implicit memory is memory of a past event with or without conscious awareness, respectively(Schacter, 1987) On explicit memory tasks, participants are explicitly asked to recall past events or to recognize previously studied events(Huls

11、tijn32005). On implicit memory tasks, no reference is made to past events; participants are simply asked to perform the task as accurately and quickly as possible(Hulstijn，2005) Implicit and explicit knowledge differ in the extent to which one has or has not (respectively) an awareness of the regula

12、rities underlying the information one has knowledge of3 and to what extent one can or cannot (respectively) verbalize these reguarities(R Ellis，2004)Explicit and implicit knowledge are often associated with effortful and automatic processing, respectively.(Segalowit & Hulstijn，2005)I動態(tài)系統(tǒng)理論與外語教學(xué)的關(guān)聯(lián)性

13、Explicit instruction: textbook or teacher explaining the 7ule,J (de Bot, et al., 2005b).Implicit in structi on: the lear nediscoven ng the rule, (de Bot, et al., 2005b)Instruction is explicit or implicit when learners do or do not receive information concerning rules underlying the input, respective

14、ly (R. Ellis, 1994, p.642; Norris & Ortega, 2000) Explicit learning is input processing with the conscious intention to find out whether the input information contains regularities and, if so, to work out the concepts and rules with which these regularities can be captured (Hulstijn, 2005). Implicit

15、 learning is input processing without such an intention, taking place unconsciously (Hulstijn, 2005).顯性知識與隱性知識之間是否存在接口？無接口說強接口說弱接口說（顧琪一，2005）I動態(tài)系統(tǒng)理論與外語教學(xué)的關(guān)聯(lián)性 Krashen認為不存在楊烈祥2008論證了存在接口 R. Ellis (2002)論證了基于語言形式的顯性教學(xué)可 使語言學(xué)習(xí)者獲取隱性語言知識。I動態(tài)系統(tǒng)理論與外語教學(xué)的關(guān)聯(lián)性 Focus-on-FormsFocus-on-FormI動態(tài)系統(tǒng)理論與外語教學(xué)的關(guān)聯(lián)性 Focus on

16、 Forms: treatment of the target L2 forms one by one in a sequence according to linguistic complexity; Focus on Form: brief, reactive interventions within the context of communication by drawing a learners attention to a linguistic feature that appears to cause trouble on that occasion. (Long, 1991)T

17、his review of classroom and laboratory research on the effects of FFI in SLA supports the view that FFI is beneficial to SLA. Furthermore，the results suggest that explicit FFI may be particularly effective in L2 classrooms which are communicatively-based and/or where the L2 is learned via subject-ma

18、tter instruction. (Spada, 1997)I動態(tài)系統(tǒng)理論與外語教學(xué)的關(guān)聯(lián)性N. Ellis (1995: 136) reaches a similar conclusion:. implicit and explicit modes of operation interact in interesting ways.and demonstrate that a blend of explicit instruction and implicit learning can be superior to either just explicit instruction or i

19、mplicit learning alone二動態(tài)系統(tǒng)理論揭示了語言系統(tǒng)變化的規(guī)律和特點。人的語言系 統(tǒng)的變化與其內(nèi)在因素和社會環(huán)境的影響緊密相連。在外語教 學(xué)中顯性教學(xué)和隱性教學(xué)之間存在動態(tài)關(guān)系。顯性知識和隱性 知識可互為轉(zhuǎn)化。根據(jù)具體情況使顯性教學(xué)法和隱性教學(xué)法相 互結(jié)合，相互補充，對外語教學(xué)會起到增效作用。研究動態(tài)系 統(tǒng)理論為研究外語教學(xué)提供了一個新的視角。正確理解和運用 動態(tài)系統(tǒng)理論，對于促進外語習(xí)得，防止語言磨蝕，指導(dǎo)外語 教學(xué)具有重要意義。:參考文獻1 De Bot, K. Introduction: second language development as a dynamic

20、 processJ. The Modern Language Journa/,2008(92): 166-178.2 de Bot, K., M. Verspoor & W. Lowie. Dynamic system theory and applied inguistics: the ultimate uso what”？ JI. International Journal of Applied Linguistics, 2005a: 116-118.3 de Bot, K., W. Lowie & M. Verspoor. A Dynamic systems theory approac

21、h to second language acquisitionJ. Bilingualism: Language and Cognition, 2007(10):721.4 de Bot, K., W. Lowie & M. Verspoor. Second Language Acquisition: An Advanced Resource Soo/dMl. London, New York: Taylor & Francis Routledge, 2005b5 Ecke, P. Language attrition mnd theories of foraetting: a cross-

22、disciplinary reviewJ. International Journal of Bilingualism, 204:321-354.ELLIS, N. Consciousness in second language acquisition: a review of field studies and laboratory experiments J. Language Awarenessf 1995 (4):123-146.:參考文獻 7 Ellis, N. C. The dynamics of sec ond Ian guage emerge nee: cycles of I

23、an guage use, language change, and Ianguage acquisition. The Modern Language Journal, 2008(92):232-249. 8 Ellis, N.C At the interface: dynamic interactions of explicit and implicit Ianguage knowledge. SSLA, 2005(27): 305-352. 9 Ellis, R. Does form-focused instruction affect the acquisition of implic

24、itknowledge?A review of the researchJ. Studies in Second Language Acquisition, 2002(24):223-236. 10 Ellis, R. The Study of Second Language Acquisition.Oxford: Oxford University Press, 1994. 11 Ellis, R. The definition and measurement of L2 explicit knowledgefJ. Language Learning, 2004(54丿：227-275. 1

25、2 Gardner, R., R. Lalonde & J. MacPherson. Social factors in second Ianguage attrition J. Language Learn/ng 1985(35): 519-540. 13 Herdina, P. & U. Jessner. A Dynamic Model of Multilingualism: Perspectives of Change in Psycholinguistics M. Clevedon: Multilingual Matters, 2002. 14 Hulstijn, J.H. Theor

26、etical and empirical issues in the study of implicit and explicit second-language learning: introductionJ. SSLA, 2005(27): 129-140. 15 Jessner, U. A dynamic approach to Ianguage attrition in multilingual systems A. In V.J. Cook (ed). Effects of the Second Language on the FirstC. Clevedon: Buffalo Mu

27、ltilingual Matters, 2003.16 Kopke, B. Neurolinguistic aspects of attritionJ. Journal of Neurolinguistics 2004(17):3-30:參考文獻17 LarsenFreeman, D. Chaos/complexity science and second Ianguage acquisitionJ. Applied Linguistics, 1997(18):141-165.18 Long, M. H. Focus on form: a desig n feature in language

28、 teachi ng methodology A. In K. De Bot, R. Ginsberg, and C. Kramsch (Eds), Foreign language research in cross-cultural perspective (pp. 40-52) C. Amsterdam: John Benjamins. 1991.19 Norris, J.M. & L. Ortega Effectiveness of L2 instruction: a research synthesis and quantitative meta-analysisJ. Languag

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30、Eds.), Handbook of bilingualism: Psycholinguistic approaches (pp. 371-388)C. Oxford: Oxford University Press, 2005.22 Spada, N. Fornvfocussed instruction and second Ianguage acquisitionJ, Language Teaching, 1997,(30):73-87.) 23 van Geert, P A dynamic systems model of basic developmental mechanisms: Diaget, Vygotsky, and beyondJ. Psychological Review, 1998 (5): 634-67724 van Geert, P. Gro