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原创不易，公益翻译，请随手转发。感谢！ ------------------------ 以下英文原文取自上海外语教育出版社引进出版、授权转载的“外语教学法丛书”之九《语言学习机制》第三章“Factors affecting second language learning（影响第二语言学习的因素）”： 原文（作者：Lightbown & Spada） 译文（翻译：Liz，审校：武太白） Heading: Research on learner characteristics 学习者特征研究 Intelligence智力 The term ‘intelligence’ has traditionally been used to refer to performance on certain kinds of tests. These tests are often associated with success in school, and a link between intelligence and second language learning has sometimes been reported. Over the years, many studies using a variety of intelligence (‘IQ’) tests and different methods of assessing language learning have found that IQ scores were a good means of predicting how successful a learner would be. Some recent studies have shown that these measures of intelligence may be more strongly related to certain kinds of second language abilities than to others. For example, in a study with French immersion students in Canada, it was found that, while intelligence was related to the development of French second language reading, grammar, and vocabulary, it was unrelated to oral productive skills (Genesee 1976). Similar findings have been reported in other studies. What this suggests is that, while intelligence, especially as measured by verbal IQ tests, may be a strong factor when it comes to learning which involves language analysis and rule learning, intelligence may play a less important role in classrooms where the instruction focuses more on communication and interaction. 传统上，“智力”这个词指特定类型测试中的表现。这些测试往往与学业成功有关，有时也有关于智力和第二语言学习之间联系的报告。多年来，许多研究使用各种智商（IQ）测试和不同的评估语言学习的方法，发现智商是一种预测学习者能否成功的有效手段。最近的一些研究表明，相较其他方面而言，这些智力测试可能更多地与特定类型的第二语言能力相关。例如，针对在加拿大浸入式学习法语的学生进行的一项研究中发现，尽管智力与法语（作为第二语言）阅读、语法和词汇学习进展有关，它与口头表达技能无关（杰纳西，1976）。类似的发现在其他研究中也有报道。这表明，虽然智力，特别是通过语言智商测试衡量的智力，可能在涉及语言分析和规则学习时是一个强有力的因素，但是它在更强调沟通和互动的课堂教学中的作用可能不是那么重要。 It is important to keep in mind that ‘intelligence’ is complex and that individuals have many kinds of abilities and strengths, not all of which are measured by traditional IQ tests. In our experience, many students whose academic performance has been weak have experienced considerable success in second language learning. 重要的是要记住，“智力”是复杂的，并且个体有许多种能力和优势，并不是所有这些都可以通过传统的智商测试来衡量。根据我们的经验，许多学习成绩不佳的学生在第二语言学习中都取得了相当大的成功。 Aptitude学能 There is evidence in the research literature that some individuals have an exceptional aptitude for language learning. Lorraine Obler (1989) reports that a man, whom she calls CJ, has such a specialized ability. CJ is a native speaker of English who grew up in an English home. His first true experience with a second language came at the age of 15 when he began learning French in school. CJ also studied German, Spanish, and Latin while in high school. At age 20, he made a brief visit to Germany. CJ reported that just hearing German spoken for a short time was enough for him to 'recover the German he had learned in school’. Later, CJ worked in Morocco where he reported learning Moroccan Arabic through both formal instruction and informal immersion. He also spent some time in Spain and Italy, where he apparently ‘picked up’ both Spanish and Italian in a ‘matter of weeks’. A remarkable talent indeed! 研究文献中有证据表明，某些个人对语言学习具有特殊的能力。洛伦·奥布勒（1989）提到，一个她称之为CJ的男子，就有这样一种特别的能力。CJ的母语是英语，成长于一个英国家庭。他第一次真正的第二语言体验是在15岁时，他开始在学校学习法语。CJ在中学时也学习德语、西班牙语和拉丁语。20岁时，他对德国进行了短暂访问。CJ说，只要让他听德国人讲话很短的时间，就足以让他“恢复他在学校学到的德语”。后来，CJ在摩洛哥工作，他通过正式的教学和非正式的沉浸式方法学习摩洛哥阿拉伯语。他还在西班牙和意大利过了一段时间，在那里他显然在几个星期内就重拾了西班牙语和意大利语。真是一个卓越的人才！ Learning quickly is the distinguishing feature of aptitude. The aptitude factor has been investigated most intensively by researchers interested in developing tests which can be used to predict whether individuals will be efficient learners of a foreign language in a classroom setting. The most widely used aptitude tests are the Modern Language Aptitude Test (MLAT) and the Pimsleur Language Aptitude Battery (PLAB). Both tests are based on the view that aptitude is composed of different types of abilities: 学习迅速是学能的一个显著特征。那些对开发测试题目感兴趣的研究人员对学能因素进行了最为深入的研究，这些测试可以用来预测一个人是否会在课堂环境中成为高效的外语学习者。最广泛使用的能力测试是现代语言学能测试（MLAT）和皮姆斯勒语言学能测试（PLAB）。这两个测试都基于这样的观点：学能(aptitude)由不同类型的能力(ability)组成： (1) the ability to identify and memorize new sounds; (2) the ability to understand the function of particular words in sentences; (3) the ability to figure out grammatical rules from language samples; and (4) memory for new words. While earlier research revealed a substantial relationship between performance on the MLAT or PLAB and performance in foreign language learning, these studies were conducted at a time when second language teaching was based on grammar translation or audiolingual methods (see Chapter 5). With the adoption of a more communicative approach to teaching, many teachers and researchers came to see aptitude as irrelevant to the process of language acquisition. Unfortunately, this means that relatively little research has actually explored whether having a skill such as the ability to identify and memorize new sounds is advantageous when classroom instruction is meaning-oriented rather than focused on drills or metalinguistic explanations. （1）识别和记忆新声音的能力；（2）理解句子中特定词的功能的能力；（3）从语言样本中找出语法规则的能力；和（4）记忆新词的能力。虽然早期的研究揭示了现代语言学能测试或皮姆斯勒语言学能测试的表现与外语学习的表现之间的实质性关系，但这些研究是在第二语言教学基于语法翻译或听觉方法（见第5章）的时候进行的。随着采用一种更加侧重互动的教学方法，许多老师和研究人员逐渐认为学能与语言习得过程无关。不幸的是，这意味着当课堂教学是意义导向型的，而不是聚焦于操练或元语言的解释时，相对而言实际上很少有人研究了是否具备某些技能是有利的，例如识别和记住新的声音的能力。 Successful language learners may not be strong in all of the components of aptitude. Some individuals may have strong memories but only average abilities in the other components of aptitude. Ideally, one could determine learners’ profiles of strengths and weaknesses and use this information to place students in appropriate teaching programs. An example of how this can be done is described by Marjorie Wesche (1981). In a Canadian language program for adult learners of French, students were placed in an instructional program which was compatible with their aptitude profile and information about their learning experiences. Students who were high on analytic ability, but average on memory, were assigned to teaching that focused on grammatical structures, while learners strong in memory but average on analytic skills were placed in a class where the teaching was organized around the functional use of the second language in specific situations. Wesche reported a high level of student and teacher satisfaction when students were matched with compatible teaching environments. In addition, some evidence indicated that matched students were able to attain significantly higher levels of achievement than those who were unmatched. 成功的语言学习者可能并不是在学能的每一方面都表现得很好。一些人可能有很强的记忆力，但在其他能力上只是平均水平。理想情况下，可以通过确定学习者的优势和弱点给他们画像，并使用这些信息将学生置于适当的教学计划中。马乔里·韦舍（1981）描述了如何做到这一点的一个例子。在加拿大一个针对成人学习者的法语课程中，学生被安排在一个与他们的学能画像、学习经历信息相匹配的教学计划中。分析能力强但记忆能力一般的学生被分配到专注于语法结构的教学组; 而记忆能力强但分析能力一般的学生安排进的班级，其教学是围绕第二语言在具体情境中的功能来开展的。韦舍说到，当学生与和谐的教学环境匹配时，学生和老师的满意度都比较高。此外，一些证据表明，匹配的学生所达到的语言水平比那些未能匹配的学生要显著地高出一截。 While few second language teaching contexts are able to offer such choices to their students, teachers may find that knowing the aptitude profile of their students will help them in selecting appropriate classroom activities for particular groups of students. Or, if they do not have such information, they may wish to ensure that their teaching activities are sufficiently varied to accommodate learners with different aptitude profiles. 虽然很少有第二语言教学环境能够为学生提供这样的选择，但老师可能发现，了解他们学生的学能画像将有助于他们为特定的学生群体选择适当的课堂活动。或者，如果他们没有这样的信息，他们可能希望确保他们的教学活动有足够的多样性，以适应不同能力的学习者。 ------------------------ 为庆祝“英语教学法原著选读”系列文章出满100期，特建立“英语教学法选读”实验性微信讨论群，专门解决本系列文章的语言理解疑难，并探讨英语教学法著作的推荐阅读。初定群维护期限一个月，后续是否继续讨论，可以在群里商定。群二维码： 请长按上面的图片，选择“识别图中的二维码”，即可进群。初定群规模100人，如无法进群，请等待后续通知。因群空间有限，请家长不要进群。感谢！ |
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