工作记忆与二语习得.ppt

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1、presentationOlderLearnersinSLAResearch:AFirstLookatWorkingMemory,Feedback,andL2DevelopmentAlisonMackeyRebeccaSachsGeorgetownUniversityLanguageLearningPresenter:杨小莉TableofContentsIntroductionⅡMethodⅣDiscussionⅥConclusionsⅧContentAbstractⅠReviewofLiteratureⅢ

2、ResultsⅤLimitationsⅦ1.Background2.Researchgap3.Researchdesign4.Researchresult5.ResearchindicationAbstract1.ResearchterritoryAge-relateddifferencesintheprocessesandoutcomesofsecondlanguageacquisitionReasonsbehindthesedifferencesIndividualcognitivedifference

3、s(morestronglyassociatedwithL2attainmentaftermaturation)2.PreviousstudiesaboutaptitudeDeKeyser:aptitudeplaysaroleinSLAonlyforadultlearnersAbrahamssonandHyltenstam:languageaptitudeplaysa“certain”roleforearlylearners,versusa“crucial”and“decisive”roleforadult

4、s3.CognitiveagingaboutolderlearnersIntroduction4.Interactionalfeedbackstudiespreviousstudieswithyoungerandchildlearners:a.age-relateddifferencesininteractionalfeatures,b.relationshipsbetweenWMandlearners’responsestofeedbackduringinteraction5.Researchgapold

5、eradults:a.L2interactionalprocesseshavenotbeenstudiedb.experiencedecrementsinWMcapacity---hypothetically,mayaffecttheirabilitytobenefitfrominteractionalfeedback6.Researchmotivation/purposeIntroductionoTomotivatefurtherresearchintotheroleofindividualdiffere

6、ncesininteraction-drivenSLAbyolderadults,ToexpandandfinetuneSLAtheoriesaboutWMToimproveL2pedagogyforanunderstudiedpopulationonlanguagelearners7.Researchquestions:a.DoolderlearnersofEnglishasanL2showimprovementinL2questionformationfollowingtask-basedinterac

7、tionwithfeedback?b.IsthereevidenceforarelationshipbetweenWMcapacityandinteraction-drivenlearningintheseolderlearners?1.AgingandCognitiveresources2.WorkingMemoryandSLA3.ConversationalInteractioninaSecondLanguage4.AgeDifferencesinInteractionReviewofliteratur

8、eⅠ.Agingandcognitiveresourcesgoodnews:badnews:agingbringswithitlimitationsinonlineabilitiesthataffecttheefficiencyofmentalprocesses.a.thedeclineofsomecognitivefunctioningsystematicage-relateddeclinesinavariet