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外国语言学及应用语言学博士生论坛
2017.5  广州市



主办单位:

广东外语外贸大学外国语言学及应用语言学研究中心

承办单位:

广东外语外贸大学外国语言学及应用语言学研究中心
 

博士生论坛简介

    广东外语外贸大学外国语言学及应用语言学研究中心自2004年起,连续十三年成功举办了外国语言学及应用语言学博士生论坛。该论坛旨在为全国这一领域的博士生与专家之间、博士生与博士生之间搭建学术交流互动平台,帮助博士生理清研究思路,明晰研究方向,解决存在的疑惑,拓展学术视野,提升研究和创新能力,培养学术后备力量,从而繁荣我国外国语言学及应用语言学的学术研究,推动我国相关专业的发展及提升。考虑到日益增加的国外博士生参会者,为顺应国际化学术交流的潮流,进一步推动我国的研究生国际化教育,自2017年起,中心将论坛进一步扩展至国际博士生论坛,期望为博士生搭建一个国际化、高水平、多领域的国际学术交流平台,从而扩展其国际化的视野,瞄准国际前沿水平,提升专业技术才能,促进国际交流与合作。

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Brian MacWhinney 教授
   

Brian MacWhinney 

Professor of Psychology

Carnegie Mellon University 

Email: macw@cmu.edu

Website:http://psyling.psy.cmu.edu//


Keynote Talk:

Limits on Success in Second Language Learning


Some learners of second languages manage to attain near-native levels of competence, whereas others settle for very incomplete levels even after decades of using a second language.  This wide variation in adult attainment contrasts sharply with the uniform success that children have in learning their first language, suggesting that there is a critical period for language learning that expires sometime during early adolescence.  Accounts for this decline have considered the impact of biological mechanisms such as lateralization, myelination, metabolic decline, synaptic pruning, and changes in NMDA receptor subtype, as well as network features such as entrenchment and gang effects. None these accounts can explain the full range of patterns of success and failure across the areas of phonological, lexicon, syntax, intonation, and conversational pragmatics.

 

The Unified Competition Model refocuses this discussion in terms of the dynamic interplay between a set of risk factors facing adult learners and a set of protective or support factors that they can use to overcome the barriers established by the risk factors.  The risk factors are entrenchment, transfer, overanalysis, and social isolation. The support factors combating these risks are resonance, decoupling, chunking, and participation.  The operation of each of these processes can be modeled by collecting data from experimentation and corpus analysis.  By examining in detail the differential operation of each of these factors on each linguistic level, we can gain a fuller picture of differences in patterns of second language acquisition in adulthood from which we can formulate effective ways of improving learning success.



About the speaker
 

Brian MacWhinney is Professor of Psychology, Computational Linguistics, and Modern Languages at Carnegie Mellon University.  He received his Ph.D. in psycholinguistics in 1974 from the University of California at Berkeley.  With Elizabeth Bates, he developed a model of first and second language processing and acquisition based on competition between item-based patterns. In 1984, he and Catherine Snow co-founded the CHILDES (Child Language Data Exchange System) Project for the computational study of child language transcript data.  The TalkBank Project extends these methods to additional language areas such as aphasiology, second language learning, TBI, Conversation Analysis, and others. MacWhinney’s recent work includes studies of online learning of second language vocabulary and grammar, situationally embedded second language learning, neural network modeling of lexical development, fMRI studies of children with focal brain lesions, and ERP studies of between-language competition. He is also exploring the role of grammatical constructions in the marking of perspective shifting, the determination of linguistic forms across contrasting time frames, and the construction of mental models in scientific reasoning.

 



 


 

 

 


广东外语外贸大学外国语言学及应用语言学研究中心
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