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　　四、结 语

　　对可提供性的获取并不等同于对语言知识的获取，环境的可提供性并不能直接促发语言习得。但毋庸置疑的是，通过了解学生的认知水平，创造有效的可提供性，提高学生对可提供性的感知和主动获取能力，可以促进语言学习。从Vygotsky的理论出发，即在学习者“现有发展水平”基础上，在其“新近发展区”范围内，创造尽可能多的有效的可提供性，就为学习和发展创造了越大且越多的可能性。可提供性理论更多的被应用于认知科学和设计领域，殊不知其对第二语言/外语教学也具有重要的启发。目前，关于可提供性在第二语言/外语教学中应用的研究仍处于初期阶段，该方向的研究需要结合第二语言/外语习得理论、认知心理学理论、社会文化理论、复杂理论等跨学科的知识和方法；也需要更多的教学实验对相关理论进行验证；以真正实现“可提供性”在第二语言/外语教学中的有效性和可操作性。

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　　郑通涛:《对外汉语教学博士课程讲座》，厦门，2014年。

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