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1.
语块发展研究一直是二语习得领域的热点,但是传统单一视角下的语块研究范式常常忽视其发展的复杂动态性与交互性。本文站在哲学的高度,以基于使用的语言观为基础,运用动态系统理论对语块发展中的语法化、意义建构、构式浮现以及语块学习等过程中所呈现的复杂动态性、交互性进行详细阐释,并构建了动态系统理论视域下二语语块发展研究理论模型。最后,本文认为该理论模型有助于融合社会环境、认知心理及语块本体三个维度,全面认识三者之间的交互作用,对语块发展做出合理、统一的解释,为其研究提供全新视角。 相似文献
2.
杨海明 《重庆第二师范学院学报》2003,16(2):71-74
语言观即人们对语言的认识。语言观与化观有密切关系，对语言影响较大的有基督教化、儒家化、佛教化。尽管印欧系语言采用拼音字，加上语法复杂的形态变化本不具备寻求共性的客观条件，但由于基督教化的一元倾向，凡是起源于基督教化围内的语言理论一般都倾向于寻求单一本源的解释倾向。结构主义、功能主义、生成语法和认知语法等众多语言理论都具备一元化倾向。佛教化由于自身的内省和所依存语言与基督教化同属形态丰富的语言，因此在语言观上与基督教化圈基本一致。在儒家化圈内则与崇尚实用、注重道关系的儒家化相适应，中国传统语言学则以字、语义、语音和作法为重心，体现为多元语言观。 相似文献
3.
刘炜 《通化师范学院学报》2008,(3):31-33
练习对语法教学具有导向作用并决定教学效果。本文指出,传统语法教学和语法教材中的练习设计基于传统的语法观、语法教学观存在"以形式训练为主、以句子层次为主、以单项作业为主、以笔头形式为主"等特点,提供的是机械性语言习题,其缺陷是不利于培养学生在真实语言生活中的语法运用能力。笔者认为,语法练习的设计应该考虑当代语言学及应用语言学关于语法和语法能力的相关理论、教学与学习的理论、外语教学关于语言知识和语言交流能力培养的相关理论。当代语法练习设计表现出"强调语用、提供语境、定位语篇"的新走向,这可以从近年国内外优秀语法教材的练习设计中得以管窥。 相似文献
4.
《教育与教学研究》2019,(8):1-12
目前国内学者针对乔姆斯基语言观的研究虽多,但大多是对乔姆斯基几十年来语言观与语言研究的宏观整体性阐释,鲜少结合乔姆斯基具体的语言理论来进行论证。文章以《句法结构》为切入点,重点解读乔姆斯基语言天赋观的早期理论载体,论述其语言观的确立及方法论实现过程,从语言研究、语言与心智的关系入手,并对其理论价值与实践意义进行述评。研究发现,乔姆斯基的语言天赋观和转换生成语法具有重要的理论意义,为现代认知科学及语言研究的发展奠定了基石;就现实启示而言,教育者应当正确认识乔姆斯基的语言观,避免理论语法在教学中硬嫁接现象的发生,从其方法论验证过程汲取经验,培养学习者的语言"能力"与思维品质。 相似文献
5.
本文从语言互构、接触,语法化等方面探讨了语言共性的动因,介绍了语言学界不同的语言共性观,并通过口语共性、生理学和心理学以及学习理论等方面进一步阐释了语言个体差异是研究语言共性的前提. 相似文献
6.
某一语言语法体系的习得是语言学习中的一个重要环节,学习者在具体语境中可利用语法知识来理解和表达意义,缺乏语法知识会严重影响交际能力。基于生态观,教师设计课程标准所提倡的以语言运用为导向的语法学习活动时,可遵循三个生态原则,即整体性原则、多样性原则以及互动性原则。 相似文献
7.
准确且细致的描写语言现象及语法规则,既是语言发展的内在要求,也是第二语言教学的现实需求。语料标记、语法单位界定方法符合语言习得规律,能帮助学生树立正确语言观并构建科学的语言学习系统。语言描写法在现代哈萨克语教学中的深入应用,有助于培养学生正确的语言观和语法观,可以帮助学生快速识别语法现象并正确使用语法规则,加深对现代哈萨克语内部结构的认知,进而有助于深化现代哈萨克语句法结构关系的研究。 相似文献
8.
普遍语法理论在对外汉语教学中的启示 总被引：1，自引：0，他引：1
乔姆斯基的普遍语法观认为人们的语言知识是无法单纯地从所接触到的语言材料中获得的,人生下来就具有学习语言和掌握语言的能力,人的大脑里天生就具有语言习得机制.乔姆斯基的理论为对外汉语教学研究提供了新的视角. 相似文献
9.
在阐述英语语法教学相关理论的基础上，以限制性定语从句的教学为例，探讨高中英语语法教学实践。提出教师应基于以语言运用为导向的“形式—意义—使用”三维动态语法观开展英语语法教学，重视语境的作用，设计既有层次又强调整合的多种教学活动，促进学生发展英语语法意识和能力，在牢固掌握语法知识、提升语言能力的同时增强文化意识、提高思维品质和学习能力。 相似文献
10.
孙志农 《安庆师范学院学报(社会科学版)》2008,27(2):89-91
“语言具有象征性特征”和“语法结构是基于使用的模型”是认知语法的重要理论基础。建立在该理论基础之上,认知语法形成了与主流语言学完全不同的语言观：一、语法和语义是不可分割的;二、词汇和语法构成一个连续统;三、语言知识来自于语言的实际运用,不存在语言能力与语言运用的区分。 相似文献
11.
Wayne Rimmer 《Literacy》2008,42(1):29-35
Effective writing is to some degree characterised by the ability to use complex grammatical structures. However, grammatical complexity is poorly defined in linguistics and related disciplines such as literacy. This empirical study examined the notion of grammatical complexity and its relevance to literacy. Complexity is multifaceted, so for reasons of scope the study was confined to nominal structures, i.e. the noun phrase (e.g. I finished the book on Marx) and the nominal clause (e.g. I heard what you were doing). Such nominal structures were analysed by frequency and category in a bank of essays from Year 10/11 pupils in a UK comprehensive school. The results suggest that complexity is a product of the interaction of grammar with the context of production, and that in literacy it is helpful to view grammar as a system of options that can be manipulated to maximise the meaning potential of a text. 相似文献
12.
The purpose of this study was to investigate the story writing skills of adults with a history of oral language impairment.
It was hypothesized that writing text would pose difficulty for adults with a history of language impairment (LI), and that
this difficulty would manifest itself as reduced grammatical complexity and increased errors in spelling, grammar and punctuation.
The story writing of 10 adults with a history of LI was compared to a group of 51 unimpaired individuals. Participants were
asked to write the story of Cinderella. Stories were analysed for length, grammatical complexity and accuracy of grammar,
punctuation and spelling. Data were analysed to determine group trends as well as individual profiles. As a group, the adults
with LI showed no difference from the comparison group in the length of their stories as measured by total number of words.
The LI group did, however, show reduced grammatical complexity in their writing, as measured by mean length of t-unit. The
LI group made more errors in grammar, spelling and punctuation than the comparison group. Individual analyses indicated substantial
variability within the LI group. It is concluded that LI in childhood is associated with writing difficulties in adulthood. 相似文献
13.
技术创新是技术进步的重要源泉,是经济增长和企业发展的不竭动力。技术本身具有复杂性,企业技术创新过程是一个复杂的动态过程。复杂性科学对企业技术创新过程管理应从企业系统、工作氛围、自律意识、运行差异及动态管理机制等角度出发。 相似文献
14.
易保树 《四川教育学院学报》2014,(2):42-47
任务因素在二语习得和产出中的作用主要表现为任务难度、任务复杂度和任务条件对二语学习者语言习得和产出的影响,而对学习者语言习得和产出表现的评价主要是测量语言产出的流利度、准确度和复杂度（CAF）.目前关于任务因素的研究在理论基础和研究方法上还有一定的局限性,亟需新的理论,如来自认知心理学方面的理论和假设的支持.任务难度、任务复杂度和任务条件的确定还有一定的困难,需要建立一个切实可行的评价模式.在测量方法方面,需要对CAF测量进一步完善,建立一个动态的、有机的语言产出测量模式. 相似文献
15.
Graph complexity as measured by topological entropy has been previously shown to affect performance on artificial grammar learning tasks among typically developing children. The aim of this study was to examine the effect of graph complexity on implicit sequential learning among children with developmental dyslexia. Our goal was to determine whether children’s performance depends on the complexity level of the grammar system learned. We conducted two artificial grammar learning experiments that compared performance of children with developmental dyslexia with that of age- and reading level-matched controls. Experiment 1 was a high topological entropy artificial grammar learning task that aimed to establish implicit learning phenomena in children with developmental dyslexia using previously published experimental conditions. Experiment 2 is a lower topological entropy variant of that task. Results indicated that given a high topological entropy grammar system, children with developmental dyslexia who were similar to the reading age-matched control group had substantial difficulty in performing the task as compared to typically developing children, who exhibited intact implicit learning of the grammar. On the other hand, when tested on a lower topological entropy grammar system, all groups performed above chance level, indicating that children with developmental dyslexia were able to identify rules from a given grammar system. The results reinforced the significance of graph complexity when experimenting with artificial grammar learning tasks, particularly with dyslexic participants. 相似文献
16.
Reflection in action research is a complex matter, as is action research itself. In recent years, complexity science has regularly been called upon in order to more thoroughly understand the complexity of action research. The present article investigates the benefits that complexity science may yield for reflection in action research. This article begins by explicating the sense in which the complexity of reflection in action research involves the role of values and existential knowledge in education. The gap between theory and practice is also explored. On the basis of a number of common features of complex systems (heterogeneous, open, dynamic, non-linear, adaptive, and co-adaptive), the sense in which reflection can be regarded as a complex system is discussed. To this end, the features of complex systems are translated into features of reflection in action research, which, in turn, are illustrated with examples from recent publications on reflection in action research. The aim of this analysis is to make reflection in action research more understandable and manageable. In line with this, it is argued that room for insecurity and unpredictability, combined with an explicit consideration of reflection as a complex system, contributes to the use of complexity as a stimulus for new learning. 相似文献
17.
知识复杂性之考察 总被引：7，自引：0，他引：7
丁炜 《广西师范大学学报(哲学社会科学版)》2006,42(1):90-94
哲学史上知识观的演变构成了关于知识的复杂图景。知识的复杂性表现有三:知识的结构复杂性,知识是一个复杂的网络系统;知识的运动复杂性,知识是一个复杂的进化体;知识的组分复杂性,知识性质的文化性、境域性与价值性。对知识复杂性的考察,有助于我们以整体主义的知识观指导社会实践,以批判的态度构建知识生态系统。 相似文献
18.
结构化程序复杂性度量方法的分析 总被引：2，自引：0，他引：2
程序复杂性度量是对程序静态特性和动态行为的理解难易程度的描述，是软件规模的一个度量，也是软件工程的一个重要研究领域．介绍了几个常用的程序复杂性度量方法，并论述了各自的适用范围。 相似文献
19.
蔡灿新 《广东广播电视大学学报》2014,(2):88-91
复杂性理论强调系统的不可还原性、涨落和不稳定性、开放性和自组织性。该理论已经从一个研究领域转变为研究范式,对社会科学领域的研究产生了重要的影响。借鉴复杂性理论观照大学管理创新是大学复杂管理系统的内在要求,也是高等教育发展的历史选择。促进大学管理创新的活力,应充分利用边缘系统的创新空间,保持大学的开放性,使大学管理系统处于一个合理的远离平衡态。 相似文献
20.
《Educational Philosophy and Theory》2013,45(1):177-189
Judgements concerning proper or appropriate educational endeavour, methods of investigation and philosophising about education necessarily implicate perspectives, values, assumptions and beliefs. In recent years ideas from the complexity sciences have been utilised in many domains including psychology, economics, architecture, social science and education. This paper addresses questions concerning the appropriateness of utilising complexity science in educational research as well as issues relating to the ways in which complexity might be engaged. I suggest that, just like all human endeavour, approaches to research emerge out of discursive communities and can be understood as self‐organising, dynamic and emergent over time. In this formulation, complexity represents one such newly emergent approach. I argue that it is important that researchers partake in critical and reflective discourse about the nature of education and conceptual frameworks, as well as about impacts and legacies of utilising complexity, so as to participate in and influence the ongoing emergence of educational endeavour. I conclude by suggesting a series of caveats for researchers considering using complexity in educational research. 相似文献