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

1、動(dòng)態(tài)系統(tǒng)理論與外語(yǔ)教學(xué)的相關(guān)性吉林大學(xué)公共外語(yǔ)教育學(xué)院第八英語(yǔ)教研室陳春田 電子信箱：chenctjlueducnI動(dòng)態(tài)系統(tǒng)理論背景簡(jiǎn)介動(dòng)態(tài)理論(Dynamic System Theory),簡(jiǎn)稱(chēng)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(shuō)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 Bot5 et al. 2007: 8)oI動(dòng)態(tài)系統(tǒng)理論背景簡(jiǎn)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(mén)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(xiàn)性系統(tǒng) 如何從混亂無(wú)序的狀態(tài)進(jìn)入有序狀態(tài)(Larsen-Freeman, 1

2、997) oI動(dòng)態(tài)系統(tǒng)理論背景簡(jiǎn)介 Larsen-Freeman首先把動(dòng)態(tài)系統(tǒng)理論應(yīng)用于第二 語(yǔ)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(yǔ)言習(xí)得研究的相關(guān)性。I動(dòng)態(tài)系統(tǒng)理論的本質(zhì)和特點(diǎn)非線(xiàn)性線(xiàn)性變化是一條直線(xiàn)，即語(yǔ)言學(xué)習(xí)時(shí)由簡(jiǎn)單到復(fù)雜, 由低水平到高水平的過(guò)程。一定的原因?qū)е乱欢ǖ?結(jié)果。非線(xiàn)性變化是一條曲線(xiàn)，即語(yǔ)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。I動(dòng)態(tài)系統(tǒng)理論的本質(zhì)和特點(diǎn)蝴

3、蝶效應(yīng)動(dòng)態(tài)系統(tǒng)中不可預(yù)測(cè)的行為依其初始狀態(tài)而，即開(kāi) 始階段的微弱變化可能會(huì)在后來(lái)引起急劇的變化 (de Bot, et al., 2007)例如：元音大移動(dòng)(great English Vowel shift)I動(dòng)態(tài)系統(tǒng)理論的本質(zhì)和特點(diǎn)嵌套性(nesting)語(yǔ)言系統(tǒng)由若干分系統(tǒng)構(gòu)成。每一個(gè)人的語(yǔ)言系統(tǒng) 都是由語(yǔ)言的分系統(tǒng)構(gòu)成，包括語(yǔ)首、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(yǔ)言動(dòng) 態(tài)系統(tǒng)(de Bot, et al., 2005b)多個(gè)人的語(yǔ)言系統(tǒng) 構(gòu)成了一個(gè)更大的語(yǔ)言系統(tǒng)。I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

4、 order comes about as a result of self-organizati on.發(fā)展變化的順序來(lái)自于自我重組和調(diào)整。語(yǔ)言學(xué)習(xí) 者根據(jù)語(yǔ)言信息的輸入發(fā)展自己獨(dú)特的語(yǔ)言系統(tǒng)， 形成中介語(yǔ)(interlanguage),表現(xiàn)出語(yǔ)言系統(tǒng)的自 我重組性(de Bot, 2008)。I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., 2005b)。這是語(yǔ)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

5、斥 狀態(tài)(repellerstate)。從動(dòng)態(tài)系統(tǒng)理論的觀點(diǎn)出 發(fā)，語(yǔ)言的石化與其變化均是動(dòng)態(tài)系統(tǒng)的組成部分(van Geert, 2008)。相互連接性(i nterco n nected ness)語(yǔ)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(yǔ)言系統(tǒng)內(nèi)的可變因 素(包括語(yǔ)音、詞匯、語(yǔ)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)O動(dòng)態(tài)系統(tǒng)理論與外語(yǔ)習(xí)得和磨蝕的相關(guān)性 動(dòng)態(tài)系統(tǒng)與外語(yǔ)習(xí)得動(dòng)態(tài)系統(tǒng)與外語(yǔ)磨蝕I動(dòng)態(tài)系統(tǒng)與外語(yǔ)磨蝕最低限度結(jié)構(gòu)發(fā)展條件(m

6、inimal structural growth condition)vanGeert (1995)對(duì)語(yǔ)言的習(xí)得提出了一個(gè)理論概念，即：實(shí)現(xiàn)語(yǔ)言習(xí)得 至少要滿(mǎn)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(yǔ)法能力，使語(yǔ)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?jìng)€(gè)體學(xué)習(xí)者的 語(yǔ)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(yǔ)言、強(qiáng)化動(dòng)機(jī)的外部環(huán)境等(de Bot, et al., 2007)o雖然第一語(yǔ)言 習(xí)得和第二語(yǔ)言習(xí)得存在不同過(guò)程，但是根據(jù)de

7、 Bot (2008)的觀點(diǎn)，這 個(gè)動(dòng)態(tài)模式同樣適用于第一語(yǔ)言習(xí)得和第二語(yǔ)言習(xí)得，因?yàn)閷?duì)于任何語(yǔ)言系 統(tǒng)的發(fā)展來(lái)說(shuō)，最低量的資源是必需的。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(yǔ) 言變化起至關(guān)重要的作用(Ecke 2004)o語(yǔ)言學(xué)習(xí) 者在外語(yǔ)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(yǔ)言輸入和使用所學(xué)外語(yǔ)，經(jīng)過(guò)一段時(shí) 間的語(yǔ)言磨蝕后所學(xué)外語(yǔ)就會(huì)退化或被遺忘。I動(dòng)態(tài)系統(tǒng)與外語(yǔ)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(yǔ)習(xí)得產(chǎn)生負(fù)面影響。 根據(jù)二語(yǔ)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(yǔ)言的磨蝕(Gard

8、ner, et al., 1985) o多種語(yǔ)言系統(tǒng)的相互影響多種語(yǔ)言動(dòng)態(tài)系統(tǒng)理論表明，一個(gè)人如果是雙語(yǔ)運(yùn) 用者或者多種語(yǔ)言運(yùn)用者，大腦中的一種語(yǔ)言會(huì)與 另一種語(yǔ)言競(jìng)爭(zhēng)習(xí)得語(yǔ)言的有限精力資源(Jessner, 2003； Kopke, 2004)o大腦中的多種語(yǔ)言會(huì)互相 干擾，從而導(dǎo)致語(yǔ)言磨蝕的發(fā)生。I動(dòng)態(tài)系統(tǒng)理論與外語(yǔ)教學(xué)的關(guān)聯(lián)性語(yǔ)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)I動(dòng)態(tài)系統(tǒng)理論與外語(yǔ)教學(xué)的關(guān)聯(lián)性語(yǔ)言分系統(tǒng)互動(dòng)從語(yǔ)言系統(tǒng)本身看，語(yǔ)言系統(tǒng)中的分系統(tǒng)：音位、 詞法、句法、語(yǔ)義以及語(yǔ)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(huà)說(shuō), 整個(gè)系統(tǒng)的變化依分系統(tǒng)的互動(dòng)而變化。I

9、動(dòng)態(tài)系統(tǒng)理論與外語(yǔ)教學(xué)的關(guān)聯(lián)性學(xué)習(xí)者互動(dòng)語(yǔ)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(yǔ)言學(xué)習(xí)過(guò)程中的重要性。I動(dòng)態(tài)系統(tǒng)理論與外語(yǔ)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)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(dòng)態(tài)系統(tǒng)理論與外語(yǔ)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(dòng)態(tài)系統(tǒng)理論與外語(yǔ)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(shí)與隱性知識(shí)之間是否存在接口？無(wú)接口說(shuō)強(qiáng)接口說(shuō)弱接口說(shuō)（顧琪一，2005）I動(dòng)態(tài)系統(tǒng)理論與外語(yǔ)教學(xué)的關(guān)聯(lián)性 Krashen認(rèn)為不存在楊烈祥2008論證了存在接口 R. Ellis (2002)論證了基于語(yǔ)言形式的顯性教學(xué)可 使語(yǔ)言學(xué)習(xí)者獲取隱性語(yǔ)言知識(shí)。I動(dòng)態(tài)系統(tǒng)理論與外語(yǔ)教學(xué)的關(guān)聯(lián)性 Focus-on-FormsFocus-on-FormI動(dòng)態(tài)系統(tǒng)理論與外語(yǔ)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(dòng)態(tài)系統(tǒng)理論與外語(yǔ)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(dòng)態(tài)系統(tǒng)理論揭示了語(yǔ)言系統(tǒng)變化的規(guī)律和特點(diǎn)。人的語(yǔ)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(yǔ)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(yǔ)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(yǔ)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(yǔ)習(xí)得，防止語(yǔ)言磨蝕，指導(dǎo)外語(yǔ) 教學(xué)具有重要意義。:參考文獻(xiàn)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

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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