语言学概论第十章Language Acquisition

,Chapter10Languageacquisition,名字。,Definition:,Languageacquisition-referstothechildsacquisitionofhismothertongue,i.e.howthechildcomestounderstandandspeakthelanguageofhiscommunity.,itreferstofirstlanguagenotsecondlanguageacquision,Childrenallovertheworldlearntospeakataboutthesametimeunlesstheysufferfromextremeexternaldeficiency.Howdochildrenaccomplishthis?Whatenablechildrentolearnwordsandstringthemtogetherintomeaningfulsentence?Whatfacilitatechildrentodevelopthegrammaticalsystemoftheirlanguage?Whathelpthemtoachievethecommunicativecompetenceusingthelanguagetoexpresstheirvariousneeds?,Discussion!,differencesbetweenthetermofacquisitionandlearning,语言习得：通常指在自然的语言环境中，通过旨在沟通意义的言语交际活动，不自觉地，自然地掌握或获得第一语言。典型的例子是儿童习得第一语言。语言学习：通常指在学校环境下，有专门的教师指导，严格按照教学大纲和课本，通过讲解，练习，记忆等活动，有计划，有系统，有意识地对语言规则的掌握。典型的例子是成人在学校学习第二语言。example:Mathematics？thesubjectMathematicsislearned,notacquired.,Threemaintheoriesofchildlanguageacquisition,thebehavioristview行为主义理论theinnatistview语法积极天生主义理论theinteractionistview互动主义理论,thefocusoftheirdebateiswhethertheinnateabilityorthelanguageenvironmentplaysacrucialroleintheprocessofachildslanguageacquisition.,Threemaindifferenttheoriesconcerninghowlanguageislearned,Behavioristview,Innatistview,Interactionistview,thebehaviorist（行为主义论）,proposedbyB.F.Skinners(斯金纳)Traditionalbehavioristsviewlanguageasbehaviorandbelievethatlanguagelearningissimplyamatterofimitationandhabitformation.ImitationRecognitionReinforcement(gradually,habit-forming),Abehavioristviewoflanguageacquisition,Childrendonotimitateadultsspeechinmuchthesamewayasparrotsdo,theyimitatewordsselectivelyandaccordingtotheirownunderstandingofthewordsorpatterns,whichisbasedonwhatthechildrenhavealreadyknowninsteadofwhatis“available”intheenvironment.Sometimeschildrenareverymuchinchargeoftheconversationandactivitieswithadults,childrenseemtopickoutpatternsandgeneralizethemtonewcontexts.Theycreatenewformsornewusesofwords,untiltheyfinallyfigureouthowtheformsareusedbyadults.,advantages,althoughthebehavioristviewisunderchallengeandcriticismbecauseofitsinadequacy,butitseemstobereasonableinsomedegree.forexample,childrenslearningofalanguageneedsimmitationandreinforcememt;itsnecessarytoformcertainhabitinordertomasteralanguage.,disadvantages,itfailstoexplainhowchildrenacquiremorecomplexgrammaticalstructuresofthelanguage.Examples:a.Johnismotherloveshimi,j.b.*HeilovesJohnismother.c.Hisi,motherlovesJohni.Theinadequacyofbehavioristviewliesinthefactthatchildrendonotimitateadultslanguageinmuchthesamewayasparrotsdo.,theinnatistview（语法天生主义论）,proposedbyChomskyAccordingtotheinnatistviewoflanguageacquisition,humanbeingsarebiologicallyprogrammedforlanguage.,Aninnatistviewoflanguageacquisition,1st:Allchildrenvirtuallylearntheirnativelanguagewhichissocomplicatedatalmostthesametime.2nd:Childrensuccessfullymasterthebasicstructureoftheirlanguageordialectinvariousconditions.3rd:Thelanguagechildrenexposedtomaynotcontainexamplesofalltheinformationwhichtheyeventuallyknow.,Accordingtotheinnatistviewoflanguageacquisition,humanbeingsarebiologicallyprogrammedforlanguageandthatthelanguagedevelopsinthechildjustasotherbiologicalfunctionssuchaswalking.,LAD-languageacquisitiondeviceLAD语言习得机制,Chomskyreferredtotheinnatelanguageabilityaslanguageacquisitiondevice(LAD).TheLanguageAcquisitionDevice(LAD)isapostulated“organ”ofthebrainthatissupposedtofunctionasainborndeviceforlanguageacquisition.,LanguageAcquisitionDevice(LAD),AccordingtoChomsky,thereareaspectsoflinguisticorganizationthatarebasictothehumanbrainandthatmakeitpossibleforchildrentoacquirelinguisticcompetenceinallitscomplexitywithlittleinstructionfromfamilyorfriends.HearguesthatLADprobablyconsistsofthreeelements:ahypothesis-maker,linguisticuniversal,andanevaluationprocedure.,UG普遍语法,LaterChomskyreferstothisinnateendowment天资asUniversalGrammar.UniversalGrammarincludesasetofprincipleswhichcanbeusedtoexplainchildlanguageacquisition.UGisanendowmentthatallchildrenarebornwith.Ifchildrenarepre-equippedwithUG,thenwhattheyhavetolearnisthewayinwhichtheirownlanguagemakesuseoftheseprinciples.,Aninnatistviewoflanguageacquisition,TG(Transformational-Generative)grammarseeslanguageasasystemofinnaterules.Anativespeakerpossessesalinguisticcompetence,oralanguageacquisitiondevice.AlthoughChomskydoesnotintendtomakehismodelarepresentationofperformance,i.e.,thelanguageactuallyusedincommunication,appliedlinguisticsfindTGgrammarusefulincertainaspects.Thisviewservesasananswertothelogicalproblemoflanguageacquisitionthatthebehavioristviewfailstorecognize.,LogicalProblemofLanguageAcquisition逻辑问题,Thelogicalproblemreferstothefactthatchildrencometoknowmoreabouttheirlanguagethanwhattheycouldreasonablybeexpectedtolearnfromtheirlivingenvironment.so,whenexposedtoconfsinginformationorwhenguidanceorcorrectionisnotavalable,childrencandiscoverforthemselvestheultimaterulesofthelanguagesystem.,examplesJohnsawhimself.HimselfsawJohn.(thereflexivepronounmustfollowthenounitrefersto)lookingathimselfboresJohn.JohnsaidthatFredlikedhimself.JohnsaidthatFredlkehimself.(theclosestnounphraseuauallybetheantecedent)JohnpromisedBilltowashhimself.,MeritTheirresearchresultsshowedthatthenativesignersoutperformboththeearlysignersandthelatersignersandwerehighlyconsistentintheiruseofgrammaticalforms.,CriticalperiodHypothesis(CPH),10.5Stagesinchildlanguagedevelopment,1st:PhonologicaldevelopmentChildrenarebornwithanabilitytodiscriminateandproducesoundsandtheacquisitionofsoundsisuniversalacrossallcultureandlanguages,thesequenceinwhichthesoundsareacquiredworkslikeasystemofpre-requisites,i.e.,thechildmustpasseachstagebeforehecanproceedtothenextone.,2nd:Vocabularydevelopment,Childrendonotlearnthemeaningofaword“allatonce”,whenachildlearnsanewword,hemaywellunder-extendorover-extendit.1)Under-extension(birdsarenotanimals)2)Over-extension(theextensionofcategoriesoranalogies,offamilyresemblances)3)LexicalContrast(childrenhaveconventionalwordsforthings,theyuseconventionalwordsforsomethingelsewhenaproperwordisavailable,thentheycontrastitwithotherwords.)4)Prototypetheory(childrenmaybeginawordwithaprototypeandextenditsfeatureslater.),3rd:Grammaticaldevelopment,1)Telegraphicspeech(contentwords,lackingoffunctionelement,nosyntacticormorphologicalmarkers,i.e.nouseofinflectionsfornumber,personortense,etc,aroundtheageof2.theirnoun+nouncanbeequaltoanumberofdifferentgrammaticalrelationswhichwillbeexpressedlaterbyothersyntacticdevices.e.g.,Mommysock)2)Sentencesofthreemainelements(thegraspofprinciplesforsentenceformation,e.g.,daddykickball.),Grammaticaldevelopment,Aschildrenlearnvocabularytheyarealsolearningmorpho-syntaxrulesorgrammar.Childrenacquiretheirfirstmorphemesinapredictableorder,whichistoalargeextentdeterminedbythelinguisticcomplexityratherthanthefrequencyofinput.Childrenslearningofquestionconstruction:1.usingaquestionintonation:arisingpitchattheendofthesentence.2.childrenmerely“takeon”aquestionwordinfrontofthesentencewithoutchangingthewordorderorinsertingdo.3.untiltheyhaveacquiredtheauxiliarywordthattheycanusequestionscorrectly.,Grammaticaldevelopment,Whilechildrenareincreasingtheirmasteryofgrammaticalmorphemes,theyarealsoincreasingtheirabilitytocarryouttransformationofthebasicsentencestructuresoastoproducemorecomplexutterances.Thisgrammaticaldevelopmentispartlyamatterofgrowingcompetence(inthesenseofunderlyingknowledge)andpartlyamatterofincreasingperformancecapacity.Somesubtlegrammaticaldistinctionsmaynotbemasteredmuchbeforetheageoften