Researchers in the field of Second Language Acquisition （SLA） have been taking different routes. Some researchers make linguistic-cognitive issues their inquire object and pursue objectivity with quantitative resear...Researchers in the field of Second Language Acquisition （SLA） have been taking different routes. Some researchers make linguistic-cognitive issues their inquire object and pursue objectivity with quantitative research methods. Other researchers regard the social context of activity as an essential characteristic of learning and teaching. These groups of researchers make use of qualitative research methods like case study, grounded theory, narrative inquiry, and ethnography. There are many other routes that SLA researchers have taken, but the two just mentioned are perhaps the most predominant ones and the ones that are most easily contrasted. The present paper explores the disparity between the different research paths from the perspective of philosophy of science echoing the notion of incommensurability. In this paper the author argues that the differences between different SLA perspectives are not only commensurable but wholesome for the development of SLA.展开更多
How an articulated mammal learns a foreign language has been a mystery for many years to language researchers. Language scholars have put forward different ways to explain this problem. Yet all of them are not perfect...How an articulated mammal learns a foreign language has been a mystery for many years to language researchers. Language scholars have put forward different ways to explain this problem. Yet all of them are not perfect. Each of these theories has contributed both quantitively and qualitively to the different aspects of language learning. However, language learning and teaching doesn’t happen in a vaccum. It is affected by many factors. In vast rural areas in China, practically speaking, behaviorist approach fits in with the writer’s own experience. Some weaknesses of this approach are also discussed. Therefore what is important is to adapt, not to adopt blindly.展开更多
The split and gap between “is” and “ought,” or between “facts” and “values” or “norms,” as proposed by Hume,Moore and others,are fictitious for two reasons.First,there are no purely objective “facts,” beca...The split and gap between “is” and “ought,” or between “facts” and “values” or “norms,” as proposed by Hume,Moore and others,are fictitious for two reasons.First,there are no purely objective “facts,” because facts always involve subjective intervention by cognitive agents.Second,there are no purely subjective “norms,” because norms must have objective foundations and theoretical bases.Why do we “must” and “should”?This is determined by a combination of the following factors:first,our needs,intentions,and goals—where intentions and goals originate from needs,and the strength of our intentions often depends on the strength of needs.However,needs themselves have objective grounds.Second,the current state of affairs often deviates significantly from our needs and intentions.We therefore strive to change the status quo and create a vision that aligns with our needs and intentions.Third,we rely on the relevant broad scientific principles—including those of the natural sciences,social sciences,and humanities—as well as on social consensus,such as cultural traditions and conventions.Fourth,we depend on our rational thinking ability:faced with the current situation,and drawing upon relevant theories and social consensus,we rationally deliberate on what we must or should do—how we can satisfy our needs,achieve our goals,and turn our visions into reality.Thus,there exists a common thread linking our needs,interests,intentions,goals,the distant reality,and our rational capacity.This commonality bridges the gap between “facts” on the one side and “values” and “norms” on the other.展开更多
文摘Researchers in the field of Second Language Acquisition （SLA） have been taking different routes. Some researchers make linguistic-cognitive issues their inquire object and pursue objectivity with quantitative research methods. Other researchers regard the social context of activity as an essential characteristic of learning and teaching. These groups of researchers make use of qualitative research methods like case study, grounded theory, narrative inquiry, and ethnography. There are many other routes that SLA researchers have taken, but the two just mentioned are perhaps the most predominant ones and the ones that are most easily contrasted. The present paper explores the disparity between the different research paths from the perspective of philosophy of science echoing the notion of incommensurability. In this paper the author argues that the differences between different SLA perspectives are not only commensurable but wholesome for the development of SLA.
文摘How an articulated mammal learns a foreign language has been a mystery for many years to language researchers. Language scholars have put forward different ways to explain this problem. Yet all of them are not perfect. Each of these theories has contributed both quantitively and qualitively to the different aspects of language learning. However, language learning and teaching doesn’t happen in a vaccum. It is affected by many factors. In vast rural areas in China, practically speaking, behaviorist approach fits in with the writer’s own experience. Some weaknesses of this approach are also discussed. Therefore what is important is to adapt, not to adopt blindly.
文摘The split and gap between “is” and “ought,” or between “facts” and “values” or “norms,” as proposed by Hume,Moore and others,are fictitious for two reasons.First,there are no purely objective “facts,” because facts always involve subjective intervention by cognitive agents.Second,there are no purely subjective “norms,” because norms must have objective foundations and theoretical bases.Why do we “must” and “should”?This is determined by a combination of the following factors:first,our needs,intentions,and goals—where intentions and goals originate from needs,and the strength of our intentions often depends on the strength of needs.However,needs themselves have objective grounds.Second,the current state of affairs often deviates significantly from our needs and intentions.We therefore strive to change the status quo and create a vision that aligns with our needs and intentions.Third,we rely on the relevant broad scientific principles—including those of the natural sciences,social sciences,and humanities—as well as on social consensus,such as cultural traditions and conventions.Fourth,we depend on our rational thinking ability:faced with the current situation,and drawing upon relevant theories and social consensus,we rationally deliberate on what we must or should do—how we can satisfy our needs,achieve our goals,and turn our visions into reality.Thus,there exists a common thread linking our needs,interests,intentions,goals,the distant reality,and our rational capacity.This commonality bridges the gap between “facts” on the one side and “values” and “norms” on the other.
