CAJ | 학술논문

语言学习是通过人与人的交互、学习者内心的交互和人与环境的交互进行的.通过交互,学习者可以把新知识内化,变成自己的知识.没有多种交互作用,就没有语言的习得.虽然对于二语习得交互论二语习得领域已经进行了多年的研究,并有了一些相应的研究成果,但很多讨论是基于社会文化论的研究.本文将从心理、认知和社会多个不同视角来分析讨论交互论的发展及其主要观点以及对外语教学的影响.
어언학습시통과인여인적교호、학습자내심적교호화인여배경적교호진행적.통과교호,학습자가이파신지식내화,변성자기적지식.몰유다충교호작용,취몰유어언적습득.수연대우이어습득교호론이어습득영역이경진행료다년적연구,병유료일사상응적연구성과,단흔다토론시기우사회문화론적연구.본문장종심리、인지화사회다개불동시각래분석토론교호론적발전급기주요관점이급대외어교학적영향.
Language is acquired through different kinds of interactions, such as interpersonal interaction, intrapersonal interaction, interaction between human beings and environment. Learners can internalize the new knowledge and change it into their own knowledge through interaction. No interaction, no language acquisition. Interaction theory in SLA has been studied for some decades and many related findings can be found in the world, however, most of the previous related studies were done from a socio-cultural perspective. This paper discusses the development, main ideas of interaction and its implications for foreign language teaching from psychological, cognitive and social perspectives.