语言学课件第十章语言习得

Chapter10,LANGUAGEACQUISITION,definition,languageacquisition-referstothechildsacquisitionofhismothertongue,i.e.howthechildcomestounderstandandspeakthelanguageofhiscommunity.,differencesbetweenthetermofacquisitionandlearning,Thetermacquisition:thegradualdevelopmentofabilityinalanguagebyusingitnaturallyincommunicativesituations.Thetermlearning:appliestoaconsciousprocessofaccumulatingknowledgeofthevocabularyandgrammarofalanguage,particularlythroughformalinstruction.,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:thesubjectMathematicsislearned,notacquired.,wecannotseparatelanguagelearningfromacquisitioncompletely.Forthesecondlanguagelearners,learningplaysanimportantroleatthebeginning,thentheportionofacquisitionbeginstoincreasegraduallyinthelearningprocess.,3differenttheoriesconcerningchildlanguageacquisition,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,theoryofthebehavioristchildrenslanguageabilitycomesfromaseriesofstimulation.theygiveanreactionthroughimmitation,ifthechildrepeatstherightsoundorpatterns,itwillbereinforced.thestimulationandcorrespondingreactionhasbeenrepeatedmanytimes,itwillbecomeahabitandlanguageislearnt.,examplesaboutimitationcase1:Supposeababyishungry,shebabbles.Allthetimethebabyisobservingandimitatingthespeechsoundmilk.ifshefailstoproducetherightsoundmilk,shegetsrewarded(shedoesnotgetthemilkshewants);ifsheimitatesthecorrectsoundandgetsunderstood,shegetspunished(shedidntgetthemilkshewants).,case2mother:wouldyoulikesomebreadandbutter?child:somebreadandbutter.case3Icanhandleit.Emmacanhandleit.Weallcanhandleit.,C:wantotheronespoon,Daddy.F:Youmean,youwanttheotherspoon.C:Yes,Iwantotheronespoon,pleaseDaddyF:Canyousay”theotherspoon”?C:Otheronespoon.F:Say“other”C:Other.F:”Spoon”C:Spoon.F:“Otherspoon”.C:Otherspoon.Nowgivemetheotherspoon.,advantages,althoughthebehavioristviewisunderchallengeandcriticismbecauseofitsinadequacy,butitseemstobereasonableinsomedegree.forexample,childrenslearningofalanguageneedsimmitationandreinforcememt;itsnecessarytoformcertainhabitinordertomasteralanguage.,disadvantages,itfailstoexplainhowchildrenqcquiremorecomplexgrammaticalstructuresofthelanguage.Examples:a.Johnismotherloveshimi,j.b.*HeilovesJohnismother.c.Hisi,motherlovesJohni.Theinadequacyofbehavioristviewliesinthefactthatchildrendonotimitateadultslanguageinmuchthesamewayasparrotsdo.,theinnatistview（语法天生主义论）,proposedbyChomskyAccordingtotheinnatistviewoflanguageacquisition,humanbeingsarebiologicallyprogrammedforlanguage.,theorytheinnatistviewbelievesthatlanguageisakindofcomplexsystembasedonrules,notthesumofhabits.thereasonwhychildrencanmasteralanguageisthathumanhaveinnateabilityoflearningalanguage,andthisabilityisdeterminedbygeneticfactors.,LAD-languageacquisitiondeviceLAD语言习得机制,Chomskyreferredtotheinnatelanguageabilityaslanguageacquisitiondevice(LAD).TheLanguageAcquisitionDevice(LAD)isapostulated“organ”ofthebrainthatissupposedtofunctionasainborndeviceforlanguageacquisition.,featuresofLAD,ithastwofeatures:1.itisauniquehumanability.thelanguageacquisitiondeviceplaysarolesincewearebornuntilabout12yearsold.2.LADcouldexistwithoutotherfunctionsofhuman,itevenhasnorelationwithintelligence.,UG普遍语法,LaterChomskyreferstothisinnateendowment天资asUniversalGrammar.UniversalGrammarincludesasetofprincipleswhichcanbeusedtoexplainchildlanguageacquisition.UGisanendowmentthatallchildrenarebornwith.Ifchildrenarepre-equippedwithUG,thenwhattheyhavetolearnisthewayinwhichtheirownlanguagemakesuseoftheseprinciples.,LogicalProblemofLanguageAcquisition逻辑问题,Thelogicalproblemreferstothefactthatchildrencometoknowmoreabouttheirlanguagethanwhattheycouldreasonablybeexpectedtolearnfromtheirlivingenvironment.so,whenexposedtoconfsinginformationorwhenguidanceorcorrectionisnotavalable,childrencandiscoverforthemselvestheultimaterulesofthelanguagesystem.,examplesJohnsawhimself.HimselfsawJohn.(thereflexivepronounmustfollowthenounitrefersto)lookingathimselfboresJohn.JohnsaidthatFredlikedhimself.JohnsaidthatFredlkehimself.(theclosestnounphraseuauallybetheantecedent)JohnpromisedBilltowashhimself.,Merit&Deficiency,Merit:inawayservesasananswertothelogicalproblemoflanguageacquisitionthatthebehavioristviewfailstorecognize.Deficiency:noevidenceaboutwhattheUG(universalgrammar)isandhowdoesitwork.,interactionistview互动主义理论,Theinteractionistviewholdsthatlanguagedevelopsasaresultofthecomplexinterplaybetweenthehumancharacteristicsofthechild（儿童身上的人类特点）andtheenvironmentinwhichthechilddevelops.Theinteractionisttheoryemphasizestheimportanceoftheinteractionbetweenbiologicalandsocial(natureandnurture)aspectsoflanguageacquisition.,Case1:motherese保姆式语言,“Motherese”Childdirectedspeech(CDS)Caretakertalkcharacteristics:ShorterandsimplersentencestructuresFrequentrepetitionParaphrasingandlimitedvocabularyTopiccloselyrelatedtothe“hereandnow”environment,case2,Jim,ahearingboyborntodeafparents,hadlimitedcontactwithhearingadultsbeforehewas9yearsold.Whenheenteredhiskindergarten,hislanguageabilitywasfarworsethantheotherchildrenofthesameage.Hewasusingsomeungrammaticalsentencestoexpresshimself.However,afteraperiodofconversationsessions,Jimslanguageabilityimproveddramatically.,conclsion,Itisimportantforchildrentobeexposedtocomprehensiblelanguage.Theinteractionistviewcallsforthequalityofthelanguagesamplesavailableinthelinguisticenvironment,onlywhenthelanguageismodifiedandadjustedtothelevelofchildrenscomprehension,dotheyprocessandinternalizethelanguageitems.,Summaryofthesethreetheories,Thebehavioristviewsoundsreasonableinexplaining