動(dòng)態(tài)系統(tǒng)理論與外語教學(xué)的相關(guān)性 課件

1、動(dòng)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：動(dòng)態(tài)系統(tǒng)理論背景簡介動(dòng)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(gè)分支理論。 說明該理論的一個(gè)典型的例子是鐘擺的運(yùn)動(dòng)軌跡構(gòu)成的復(fù)雜變化(de Bot, et al. 2019: 8)。動(dòng)態(tài)系統(tǒng)理論背景簡介動(dòng)態(tài)系統(tǒng)理論是研究復(fù)雜理論的科學(xué) 動(dòng)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., 2019a)。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(jìn)入有序狀態(tài)（Larsen-Freeman，2019）。

2、動(dòng)態(tài)系統(tǒng)理論背景簡介Larsen-Freeman首先把動(dòng)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一文。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。動(dòng)態(tài)系統(tǒng)理論的本質(zhì)和特點(diǎn)非線性線性變化是一條直線，即語言學(xué)習(xí)時(shí)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慕Y(jié)果。非線性變化是一條曲線，即語言學(xué)習(xí)有進(jìn)步，也有后退，有高峰，也有低谷。原因和結(jié)果不成比例。動(dòng)態(tài)系統(tǒng)理論的本質(zhì)和特點(diǎn)蝴蝶效應(yīng)動(dòng)態(tài)系統(tǒng)中不可預(yù)測的行為依

3、其初始狀態(tài)而，即開始階段的微弱變化可能會(huì)在后來引起急劇的變化(de Bot, et al., 2019)。 例如：元音大移動(dòng)（great English Vowel shift） 動(dòng)態(tài)系統(tǒng)理論的本質(zhì)和特點(diǎn)嵌套性（nesting） 語言系統(tǒng)由若干分系統(tǒng)構(gòu)成。每一個(gè)人的語言系統(tǒng)都是由語言的分系統(tǒng)構(gòu)成，包括語音、詞法、句法、篇章等。這些分系統(tǒng)構(gòu)成了一個(gè)人的獨(dú)立的語言動(dòng)態(tài)系統(tǒng)(de Bot, et al., 2019b)。多個(gè)人的語言系統(tǒng)構(gòu)成了一個(gè)更大的語言系統(tǒng)。 動(dòng)態(tài)系統(tǒng)理論的本質(zhì)和特點(diǎn)自我重組性(self-reorganization) Developmental order comes abou

4、t as a result of self-organization. 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(dú)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, 2019）。 動(dòng)態(tài)系統(tǒng)理論的本質(zhì)和特點(diǎn)石化性(fossilization) 隨著動(dòng)態(tài)系統(tǒng)的發(fā)展，動(dòng)態(tài)系統(tǒng)會(huì)進(jìn)入一個(gè)相對(duì)穩(wěn)定的狀態(tài)（attractor state）或者叫做石化狀態(tài)(fossilization)( de Bot, et al., 2019b) 。這是語言運(yùn)用者傾向于處在的一種狀態(tài)。其相反的狀態(tài)是排斥狀態(tài)（repeller state）。從

5、動(dòng)態(tài)系統(tǒng)理論的觀點(diǎn)出發(fā)，語言的石化與其變化均是動(dòng)態(tài)系統(tǒng)的組成部分(van Geert, 2019)。動(dòng)態(tài)系統(tǒng)理論的本質(zhì)和特點(diǎn)相互連接性(interconnectedness) 語言系統(tǒng)中所有的可變因素都是相互聯(lián)系的，一個(gè)可變因素的變化會(huì)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(shí)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(gè)可變因素影響其他的可變因素，同時(shí)也影響著自己本身的變化(van Geert, 1994)。動(dòng)態(tài)系統(tǒng)理論與外語習(xí)得和磨蝕的相關(guān)性動(dòng)態(tài)系統(tǒng)與外語習(xí)得動(dòng)態(tài)系統(tǒng)與外語磨蝕 動(dòng)態(tài)系統(tǒng)與外語習(xí)得最低限度結(jié)構(gòu)發(fā)展條件（minimal structural

6、growth condition） van Geert（2019）對(duì)語言的習(xí)得提出了一個(gè)理論概念，即：實(shí)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(yùn)用最基本的詞匯和語法能力，使語言進(jìn)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(gè)體學(xué)習(xí)者的語言學(xué)習(xí)能力、概念知識(shí)以及動(dòng)機(jī)；外部資源指為學(xué)習(xí)投入的時(shí)間、外部環(huán)境中的語言、強(qiáng)化動(dòng)機(jī)的外部環(huán)境等 (de Bot, et al., 2019)。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 Bot（2019）的觀點(diǎn)，這個(gè)動(dòng)態(tài)模式同樣

7、適用于第一語言習(xí)得和第二語言習(xí)得，因?yàn)閷?duì)于任何語言系統(tǒng)的發(fā)展來說，最低量的資源是必需的。動(dòng)態(tài)系統(tǒng)與外語磨蝕 外部環(huán)境因素的影響 動(dòng)態(tài)系統(tǒng)理論表明，環(huán)境這個(gè)外部因素對(duì)于人的語言變化起至關(guān)重要的作用(Ecke 2019)。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(shí)間的語言磨蝕后所學(xué)外語就會(huì)退化或被遺忘。動(dòng)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(dòng)機(jī)和興趣等因素會(huì)對(duì)外語習(xí)得產(chǎn)生負(fù)面影響。根據(jù)二語習(xí)得的有關(guān)研究，學(xué)生的負(fù)面態(tài)度和缺乏動(dòng)機(jī)會(huì)加劇其第二語言的磨蝕（Gardner, et al., 1985）。動(dòng)態(tài)系

8、統(tǒng)與外語磨蝕 多種語言系統(tǒng)的相互影響多種語言動(dòng)態(tài)系統(tǒng)理論表明，一個(gè)人如果是雙語運(yùn)用者或者多種語言運(yùn)用者，大腦中的一種語言會(huì)與另一種語言競爭習(xí)得語言的有限精力資源(Jessner, 2019；Kopke, 2019)。大腦中的多種語言會(huì)互相干擾，從而導(dǎo)致語言磨蝕的發(fā)生。動(dòng)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(dòng)學(xué)習(xí)者互動(dòng) 顯性教學(xué)和隱性教學(xué)互動(dòng)動(dòng)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(dòng) 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(gè)分系統(tǒng)的變化會(huì)引起其它分系統(tǒng)的變化。換句話說，整個(gè)系統(tǒng)的變化依分系統(tǒng)的互動(dòng)而變化。 動(dòng)態(tài)系統(tǒng)理論與外語教學(xué)的關(guān)聯(lián)性 學(xué)習(xí)者

9、互動(dòng) 語言學(xué)習(xí)既是個(gè)體學(xué)習(xí)也是與其他人互動(dòng)交流的學(xué)習(xí)。Vygotsky（1962）的社會(huì)文化理論（Sociocultural Theory）強(qiáng)調(diào)學(xué)習(xí)者與其他人的互動(dòng)交流在語言學(xué)習(xí)過程中的重要性。 動(dòng)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(dòng)隱性記憶(implicit memory)顯性記憶(explicit memory)隱性知識(shí)(implicit knowledge)顯性知識(shí)(explicit knowledge)隱性教學(xué)(implicit instruction) 顯性教學(xué) (explicit instruction)隱性學(xué)習(xí)(implicit learning)顯性學(xué)習(xí)(expl

10、icit learning) 動(dòng)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(Hulstijn,2019). On implic

11、it memory tasks, no reference is made to past events; participants are simply asked to perform the task as accurately and quickly as possible. (Hulstijn,2019)動(dòng)態(tài)系統(tǒng)理論與外語教學(xué)的關(guān)聯(lián)性Implicit and explicit knowledge differ in the extent to which one has or has not (respectively) an awareness of the regularitie

12、s underlying the information one has knowledge of, and to what extent one can or cannot (respectively) verbalize these reguarities. (R. Ellis, 2019)Explicit and implicit knowledge are often associated with effortful and automatic processing, respectively.(Segalowit & Hulstijn, 2019)動(dòng)態(tài)系統(tǒng)理論與外語教學(xué)的關(guān)聯(lián)性Ex

13、plicit instruction: textbook or teacher explaining the “rule” (de Bot, et al., 2019b).Implicit instruction: the learner discovering the “rule”. (de Bot, et al., 2019b) 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)動(dòng)態(tài)系統(tǒng)理論與外語教學(xué)的關(guān)聯(lián)性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, 2

15、019). Implicit learning is input processing without such an intention, taking place unconsciously (Hulstijn, 2019).動(dòng)態(tài)系統(tǒng)理論與外語教學(xué)的關(guān)聯(lián)性顯性知識(shí)與隱性知識(shí)之間是否存在接口？無接口說強(qiáng)接口說弱接口說（顧琪一，2019）動(dòng)態(tài)系統(tǒng)理論與外語教學(xué)的關(guān)聯(lián)性Krashen認(rèn)為不存在楊烈祥 2019 論證了存在接口R. Ellis (2019)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(shí)。 動(dòng)態(tài)系統(tǒng)理論與外語教學(xué)的關(guān)聯(lián)性Focus-on-FormsFocus-on-For

16、m動(dòng)態(tài)系統(tǒng)理論與外語教學(xué)的關(guān)聯(lián)性Focus on 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

17、occasion. (Long, 1991) 動(dòng)態(tài)系統(tǒng)理論與外語教學(xué)的關(guān)聯(lián)性This review of classroom and laboratory research onthe effects of FFI in SLA supports the view that FFIis beneficial to SLA. Furthermore, the results suggestthat explicit FFI may be particularly effective in L2classrooms which are communicatively-basedand/or whe

18、re the L2 is learned via subject-matterinstruction. （Spada, 2019) 動(dòng)態(tài)系統(tǒng)理論與外語教學(xué)的關(guān)聯(lián)性N. Ellis (2019: 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 e

19、ither just explicit instruction or implicit learning alone.結(jié)束語 動(dòng)態(tài)系統(tǒng)理論揭示了語言系統(tǒng)變化的規(guī)律和特點(diǎn)。人的語言系統(tǒng)的變化與其內(nèi)在因素和社會(huì)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(dòng)態(tài)關(guān)系。顯性知識(shí)和隱性知識(shí)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(bǔ)充，對(duì)外語教學(xué)會(huì)起到增效作用。研究動(dòng)態(tài)系統(tǒng)理論為研究外語教學(xué)提供了一個(gè)新的視角。正確理解和運(yùn)用動(dòng)態(tài)系統(tǒng)理論，對(duì)于促進(jìn)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(xiàn)1 De Bot, K. Introduction: second l

20、anguage development as a dynamic processJ. The Modern Language Journal,2019(92): 166-178.2 de Bot, K., M. Verspoor & W. Lowie. Dynamic system theory and applied linguistics: the ultimate “so what”? J. International Journal of Applied Linguistics，2019a: 116-118.3 de Bot, K., W. Lowie & M. Verspoor. A

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27、irstC. Clevedon: Buffalo Multilingual Matters，2019.16 Kopke, B. Neurolinguistic aspects of attritionJ. Journal of Neurolinguistics 2019(17):3-30.參考文獻(xiàn)17 Larsen-Freeman, D. Chaos/complexity science and second language acquisitionJ. Applied Linguistics，2019(18):141-165.18 Long, M. H. Focus on form: a d

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30、. Kroll & A.M. B. de Groot (Eds.), Handbook of bilingualism: Psycholinguistic approaches (pp. 371388)C. Oxford: Oxford University Press, 2019. 22 Spada, N. Form-focussed instruction and second language acquisitionJ, Language Teaching, 2019,(30):73-87.)參考文獻(xiàn)23 van Geert, P. A dynamic systems model of basic developmental mechanisms: Piaget, Vygotsky, and beyondJ. Psychological Review, 2019 (5): 634-67724 van Geert,