作　　者： (马志刚）; ;

机构地区： 西北师范大学

出　　处： 《现代外语》 2006年第2期180-190,共11页

摘　　要： 本文主张区分二语教学研究和二语认知研究,因为二者的研究对象和目的虽有关联但毕竟也有质的差异。这种基于不同认识论基础上的区分既有助于获取与社会现实密切相关的或然的现象知识,又有助于获取科学研究所追求的必然的本质知识;既有利于满足现实社会对语言技能的需求,又能增加科学研究所要求的解释性知识;既坚持了二语研究作为应用语言学科的实证性质,又鼓励二语研究向理论学科的方向发展;且避免了在同一个学科名称下产生的分歧。 This paper makes a distinction between Pedagogical Second Language Research (PSLR) and Cognitive Second Language Research(CSLR) due to their related but fundamentally different research objectives. Such a distinction has its epistemological origin and is motivated by both the practical needs and scientific pursuit. The advantages of the differentiation can be seen in its satisfaction of both the social need for language skills and human curiosity about the nature of language which requires scientific explanations. Furthermore, SLR can be encouraged to develop its theoretical persuasion while maintaining its empirical nature as a branch of Applied Linguistics. Finally, the divergence under the same discipline can be avoided.

关 键 词： 唯理论 经验论 二语教学研究 二语认知研究

领　　域： [语言文字—英语]