Rod Ellis讲座 | 二语习得：自何处来？向何处去？(Linguists Online系列讲座 22)

Abralin 应用语言学研习

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原创 Abralin 认知语言学 2021-03-18

巴西语言学会(Abralin, Associação Brasileira de Linguística)在疫情期间广泛联络世界各地知名语言学家，策划了Abralin Ao Vivo(即 Linguists Online)系列讲座，自去年5月起通过YouTube频道向全球直播。获邀参加的语言学家已超过百位，可谓大师云集，规模空前。陕西师大语言与认知研究所(CogLing.cn)与Abralin达成合作，获得独家内容授权，通过认知语言学微信公号向中国学者同行独家转发该系列讲座精选内容。

今日发布精选集第22期，主讲人 罗德·埃利斯 (Rod Ellis)，讲座题目“A Short History of SLA: Where Have We Come from and Where Are We Going? "，直播时间为2021年3月17日。视频英文字幕为本公号后期制作，限于精力，未经逐字校对，敬请谅解。在线视频位于英文摘要之后，Ellis正式讲座时间轴始于4分9秒处。

A Short History of SLA: Where Have We Come from and Where Are We Going?

The study of how people learn languages has a long history but it became an identifiable sub-area of applied linguistics in the 1960s driven by two seminal papers (Corder, 1967; Selinker, 1970), which motivated intensive empirical enquiry. Early research focused on investigating the order and sequence of L2 acquisition, leading into work on variability in learner language and rethinking the role of the L1. Subsequently, researchers turned to the role of input and interaction, implicit and explicit learning, and the importance of consciousness in language learning. At this stage, SLA was predominantly a cognitive-interactionist enterprise directed at explaining how learners acquire grammar. However, the 1990s saw a social turn in SLA. There was greater emphasis on the social context of learning, on learners’ social identity, and on different aspects of language. Sociocultural SLA became a major influence at this time. More recently, the cognitive and social sides of SLA have come closer together through the investigation of learners’ complex dynamic systems. As SLA has evolved, we can see a change in the reasons for investigating L2 acquisition. In the early phases SLA researchers were interested in improving language teaching. In the later phases. SLA has become less applied and more purely academic, directed at contributing to our understanding of language and the human mind. I will illustrate how this change has taken place through an analysis of the journals that publish SLA research and suggest that this is one reason why teachers have become increasingly skeptical of SLA as a useful source of information about pedagogy.

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