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可教性假设是Pienemann在其多元发展模型的基础上提出的关于第二语言习得顺序的假设。该假设从学习者的认知和心理角度出发,对课堂教学和第二语言习得顺序的关系做出了进一步的探究,并给以第二语言习得理论和二语教学实践诸多启示。
The suppositional hypothesis is Pienemann’s assumptions about the sequence of second language acquisition based on his multiple models of development. This assumption further explores the relationship between classroom teaching and second language acquisition order from the perspective of learners’ cognition and psychology, and provides many enlightenments on second language acquisition theory and second language teaching practice.