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Figure and Ground in SLA Theory
https://iuj.repo.nii.ac.jp/records/853
https://iuj.repo.nii.ac.jp/records/8530a0e72bc-9e0c-44b4-a967-8b93add533c0
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
2011_3_iuj2_69 (2.4 MB)
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| Item type | 会議発表論文 / Conference Paper(1) | |||||||||
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| 公開日 | 1999-03-01 | |||||||||
| タイトル | ||||||||||
| タイトル | Figure and Ground in SLA Theory | |||||||||
| タイトル | ||||||||||
| タイトル | Figure and Ground in SLA Theory | |||||||||
| 言語 | en | |||||||||
| 言語 | ||||||||||
| 言語 | eng | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | input-matching models | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | associative learning | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | connectionism | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | the Competition Model | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | eliminativist models | |||||||||
| キーワード | ||||||||||
| 言語 | en | |||||||||
| 主題Scheme | Other | |||||||||
| 主題 | SLA theory | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_5794 | |||||||||
| 資源タイプ | conference paper | |||||||||
| 著者 |
Harrington, Michael
× Harrington, Michael
× Harrington, Michael
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| 抄録 | ||||||||||
| 内容記述タイプ | Abstract | |||||||||
| 内容記述 | Input-matching models of second language (L2) development assign a primary role to the environment in shaping learning outcomes. The input-maching perspective characterizes language development as an emergent process resulting from the interaction of the learning environment and general learning capacities. In this talk distinguishing features of the input-matching perspective are described and contrasted with other approaches to L2 development. Two kinds of input-matching models in the SLA literature, the Competition Model and connectionist simulations, are then examined. A key destinction is made between the approach as a theory of learning and as an approach to modeling. The scope of the models in accounting for L2 development is evaluated on the basis of this distinction. | |||||||||
| 書誌情報 |
en : Proceedings of the conference on second language research in Japan 発行日 1999-03-01 |
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