语言学能与听力程度以及听力磨蚀的相关性研究.pdfVIP

密切。 （二）受试在停止使用英语 5 个月后听力水平存在明显磨蚀，并且调查还 证实了在听力测试中产出性知识比接受性知识对磨蚀更敏感，磨蚀 速度更快。 （三）语言学能与蚀后听力水平同样存在正相关，同样, 语音解码能力和 语言推理能力和蚀后听力水平显著相关。而本调查没有发现语言学 能与听力磨蚀程度的相关性。 关键词： 语言学能 听力水平 听力磨蚀 II Abstract Language aptitude refers to the natural ability to learn a language, and it has been proved by many studies to be an important factor in explaining differential success in second language learning. Gardner and McIntyre (1992) divide individual variables responsible for SLA into two broad classes-cognitive variables and affective variables, classify aptitude as cognitive variable and claim that language aptitude is consistently the most successful predictor of language learning success. Carroll (1990) holds that different language learning tasks require different sets, or combinations, of abilities to be successfully performed. Robinson (2002) further proposes that patterns of abilities need to be matched to learning tasks and conditions in order to be effective. Language attrition is the inverse process of language learning. It refers to the gradual forgetting of language by language learners due to the cease or reduction of language use. The study of language attrition has become a separate and formal discipline since the conference at the University of Pennsylvania titled Loss of Language Skills in 1980. Until now some factors have been identified as variables to govern or influence language attrition, but research on the role of language aptitude in language attrition is always ignored. de Bot and Stoessel (2000) propose that future studies need to control for individual differences such as language aptitude, learning strategies, etc. in the field o