Psycholinguistics of Bilingualism: Implications in Formal Processes of Language Acquisition

Abstract In this article we discuss the interrelationships between contextual and individual variables in the acquisition and use of L2, based on researches developed by our team. We assume that in the late acquisition of L2 there is variability in the proficiency of the learners, and that it is necessary to (re)know the effects of the individual variables in the teaching-learning processes. The experiments, which were created according to the Psycholinguistics of bilingualism and carried out in formal contexts of acquisition, evaluated associations between attention and working memory systems and the performance of bilinguals in their L2. The results, although incipient, indicate that effects of pedagogical approaches can be affected by individual differences. In addition, they reveal the need of more experiments that focus these variables on L2 teaching-learning processes.

摘要：基于本团队开展的相关研究，本文探讨了第二语言（L2）习得与使用过程中语境变量与个体变量之间的相互关系。本研究认为，在第二语言晚期习得阶段，学习者的语言熟练度存在显著个体差异，且有必要重新厘清个体变量在第二语言教与学过程中的作用效应。本研究依据双语心理语言学（Psycholinguistics of bilingualism）理论设计实验，并在正式第二语言习得场景中开展实验，旨在探究注意力与工作记忆（working memory）系统和双语使用者第二语言表现之间的关联。尽管当前研究结果尚处于初步阶段，但仍表明教学方法的作用效果会受到个体差异的影响。此外，本研究结果也凸显出，需要开展更多将上述变量聚焦于第二语言教与学过程的实验。