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移动语言学习是二语习得在移动学习时代新的学习形式。利用连通主义学习观与认知科学中的连通主义内外融通,可以对移动语言学习认知过程进行探究。研究发现,移动语言学习的认知连通机制在维度和效度方面发生了改变,联结范式更为结构化,认知负荷与习得性产生效应发生改变,而认知的通道也由内部向外部转换。存在于语言载体之间、语言信息量和语言信息质三个方面的不对称是语言学习的触发机制;在学习者个体对语言输出建立的个性化通道中,主体接收方式也得到了个体化和差异化。根据移动语言学习的动态信息对等即语义通达机制,各种语义关系发生相互作用,语义场浮现。因而,学习的过程中需要做好语义信息分配,将语言“学习元”进行分解和组合,创建学习结点,如果语义通道发生了相对固化即语义通道语法化,移动语言学习的习得就发生了。
Mobile language learning is a new form of second language acquisition in mobile learning. Using the communicative and communicative approaches of communicative learning and cognitive science, we can explore the cognitive process of mobile language learning. The study found that the cognitive connectivity mechanism of mobile language learning has changed in dimension and validity, the connection paradigm is more structured, the cognitive load and the learning effect have a change, and cognitive channel from the inside to the outside Conversion. The asymmetry between the three language carriers, language information and language information is the trigger mechanism of language learning. In the personalized channel established by the learner to the language output, the subject receiving mode has also been individualized and Differentiation. According to the dynamic information peer-to-peer mechanism of mobile language learning, the various semantic relations interact with each other and the semantic field emerges. Therefore, in the process of learning, the semantic information needs to be well distributed, and the language “learning element ” is decomposed and combined to create a learning node. If the semantic channel is relatively solidified, that is, the grammaticalization of the semantic channel, the acquisition of mobile language learning It happened.