魏芳秀認(rèn)知語言學(xué)

魏芳秀AttentionAttentionIntruduction(Page5)AttentioninCurrentAccountsofSLA(Page11)AttentioninPsychology:BasicAssumptions(Page16)AttentionalMechanisms(Page22)CanTherebeLearningWithoutAttention?(Page28)Conclusions(Page32)先看兩個(gè)場(chǎng)景。場(chǎng)景一，假設(shè)現(xiàn)在有一個(gè)大型雞尾酒會(huì)，你現(xiàn)在和朋友談話。盡管周圍還有許多其他人也在相互交談，但你仍能專注于自己的活動(dòng)而不被打攪。這時(shí)，你從其他人的談話中突然聽到了自己的名字，于是你幾乎立即停止了對(duì)自己活動(dòng)的注意，開始傾聽那些人再說些什么了。場(chǎng)景二是一個(gè)真是的故事：美國東方航空401航班即將飛抵邁阿密國際機(jī)場(chǎng)時(shí)，前輪指示燈突然不亮，三名機(jī)組人員同時(shí)專注于查看是燈泡出了問題還是前輪沒能鎖定著陸時(shí)的位置，而無視了控制飛機(jī)的自動(dòng)駕駛儀。這時(shí)，高度測(cè)量?jī)x也失靈了。于是，飛機(jī)不自主的下滑很長(zhǎng)時(shí)間，直至快墜毀〔只剩8秒鐘〕時(shí)，副駕駛員才注意到高度測(cè)量表的問題，然而已經(jīng)太遲了。結(jié)果飛機(jī)墜毀，99人喪生。而這起事故完全是駕駛員的注意分配不當(dāng)所致。在上述場(chǎng)景中，注意都扮演了關(guān)鍵的角色，它在人類的日常生活中無時(shí)無刻不在發(fā)揮作用。在心理學(xué)和認(rèn)知心理學(xué)中注意的理論和實(shí)驗(yàn)相互促進(jìn)并一同開展。心理學(xué)中的三大注意理論：過濾器理論，資源限制理論和特征整合理論，這些理論分別是建立在實(shí)驗(yàn)的根底上的。文章主要是介紹有關(guān)注意理論方面的問題AttentionAttentionalMechanisms(Page22)CanTherebeLearningWithoutAttention?(Page28)Conclusions(Page32)AttentionalMechanisms04LoremipsumdolorAttentionalMechanismsAltertnessVSOrientation(Page17)Detection:Non-consciousRegistrationVSConsciousPerception(Page21)FacilitationVSInhibition(Page22)AltertnessVSOrientation(Page17)Altertnesssubsystemimportantinslaastateofvigilanceinthemid-frontallobe(大腦額葉)motivation,interestinthel2,classroomreadinesstolearnOrientationsubsystemimportantinslaalignmentprocessposteriorcortex(后皮質(zhì))instructionaltechniquesasinput-floodingandnotionofattentiontoformDetection(Page21):necessaryandsufficientconditionforfurtherprocessingandlearning

Non-consciousRegistrationdetectionwithoutawarenessanteriorcingulategyrus(帶狀前回)nearbymotorareas(【解剖學(xué)】(大腦皮層的)運(yùn)動(dòng)區(qū))ConsciousPerceptiondetectionwithinfocalattentionaccompaniedbyawarenessanteriorcingulategyrus(帶狀前回)nearbymotorareas(【解剖學(xué)】(大腦皮層的)運(yùn)動(dòng)區(qū))distintionbetweenNon-consciousRegistrationandConsciousPerceptionlearnerproductionslearnerreoortsthink-aloudprotocolsbylearnersofspanishthink-aloudprotocolsbylearnersinfocus-on-formmethodologicalissuedetectionstillremainsinvisibledistintionbetweenNon-consciousRegistrationandConsciousPerceptionobjectiveandsubjectivethresholdsofperceptionconcurrentverbalreport(failure)priming(positiveandnegitive)dichoticlisteningexperimentsexperimentsFacilitationVSInhibition(Page22)FacilitationenableandignorepositiveprimingInhibitioninhabitandproceedimportantinreallifebrainmetaphornegativeprimingCanTherebeLearningWithoutAttention?05LoremipsumdolorCanTherebeLearningWithoutAttention?(Page28)"CanTherebeLearningbasedonunattendedinputaswellasattendedinput?"(Page23p2)"Isitnecessarytopayattention,deliberately,tosomeaspectofl2inordertolearnit?"(Page23p3).noteachparticular;apracticalnecessity(Page23p3).CanTherebeLearningWithoutAttention?(Page28)Whetherallaspectsofl2inputmustbeattendedinordertolearnthem,orwhethersomekindofglobalattentiontoiuputissufficient(Page24p2).aspectsoflanguagemaydifferintheirattentionalrequirement;attentiontosurfacevsabstractrules;attention(input-processingandinproduction).CanTherebeLearningWithoutAttention?(Page28)Whetherselectionaccompaniedbyawarenessisnecessary,orwhetherpre-consciouslydetectedinformationissufficient(Page25p3)?

CanTherebeLearningWithoutAttention?(Page28)"noticinghypothesis"tofalsify:methodologicaldifficultiespositivepriming;dualtaskexperments;wh-questions;logicofopposition;howeverlanguagelearning(page28p2).

Conclusions06LoremipsumdolorConclusions(Page32)Subsystemsofattention(Page28p3p1)notall(Page29p2)somerequirement(Page29p3)noanswer(Page30p2)Conclusions(Page32)Specificityhypothesisvsglobalattentionhypothesis.particucallearningdomain(Page30p3)Towhichattentionisdirectto(schemata)(Page31p2)Conclusions(Page32)While(concrete,notprinciplesorthesystemsitself;thelearnereventuallycomesto"know"(implic