薛漓森

从神经语言学视角回顾二语习得研究的发展可以发现，近三十年来该领域经历了由“语言结构中心”转向“社会—认知—情感整合”的明显变革。本文在梳理相关代表性文献的基础上，概括二语习得研究中的社会转向、实证转向与情感转向，重点讨论三者的理论内涵、方法革新及其对教学研究的启示。文章认为，社会转向拓宽了二语习得的研究对象与情境边界，实证转向提升了研究的可验证性与解释精度，情感转向则推动研究从“是否学会”走向“如何在真实心理状态中学会”。神经语言学证据的进入，并未削弱传统二语研究的教育关怀，反而为课堂互动、任务设计与情绪支持提供了更具机制性的解释。

二语习得；神经语言学；社会转向；实证转向；情感转向

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