我所理解的语言理论和语言学习

MYUNDERSTANDINGOFTHETHEORIESOFLANGUAGEANDLANGUAGELEARNING1INTRODUCTION2MAINTHEORIESOFLANGUAGE21DEFINITIONOFLANGUAGE22DESIGNFEATURESOFLANGUAGE23THEORIESOFLANGUAGE3THEORIESOFLANGUAGELEARNING31THEORIESOFFIRSTLANGUAGELEARNING311BEHAVIORISTICTHEORY312NATIVISTTHEORY313COGNITIVE/FUNCTIONALTHEORY32THEORIESOFFIRSTLANGUAGELEARNING321THEMONITORMODEL322THEUNIVERSALGRAMMARMODEL323THECOMPETITIONMODEL4MYUNDERSTANDING5REFERENCEABSTRACTFORSEVERALYEARS,THELINGUISTSHAVEPAIDMUCHATTENTIONTOTHELANGUAGEANDITSLEARNINGINTHEPAPER,IWILLPROVIDEMYUNDERSTANDINGOFTHETHEORIESOFLANGUAGEANDLANGUAGELEARNINGTHEREAREFOURPARTSINTHISPARTTHEFIRSTPARTISTHEINTRODUCTIONSOMEABOUTTHEAPPLIEDLINGUISTICSTHESECONDPARTISSOMETHINGABOUTTHELANGUAGESUCHASITSDEFINITION,DESIGNFEATURESANDTHEORIESASWEKNOW,THEMAINPURPOSEWESTUDYTHINGSOFLANGUAGEISTOPROVIDETHEMETHODSORTOOLWITHTHELANGUAGELEARNINGSOTHETHIRDPARTINVOLVESTHETHEORIESOFLANGUAGE,THEIRCONTRIBUTIONSANDTHECRITICISMSTHEYHAVEGONETHROUGHANDTHELASTPARTISMYUNDERSTANDINGFROMTHOSETHEORIES1INTRODUCTIONSOMEPEOPLESAYTHATTHELEARNINGANDTEACHINGOFFOREIGNLANGUAGESISREFERREDTOASAPPLIEDLINGUISTICS,ANDOTHERPEOPLEARGUETHATTHELEARNINGANDTEACHINGOFFOREIGNLANGUAGESISONLYONEOFMANYSUBAREASOFAPPLIEDLINGUISTICSTHEN,THEREAREDIFFERENTKINDSOFDEFINITIONSABOUTAPPLIEDLINGUISTICSBECAUSERESEARCHERSHAVEDIFFERENTOPINIONSGENERALLY,APPLIEDLINGUISTICSCANBEDEFINEDINABROADSENSEORINANARROWSENSEBROADLYSPEAKING,APPLIEDLINGUISTICSCOVERSMORETHANTHETEACHINGANDLEANINGOFLANGUAGESITINCLUDESSPEECHPATHOLOGYANDTHERAPY,TRANSLATION,LEXICOGRAPHY,MACHINETRANSLATION,CONTRASTIVELINGUISTICS,SOCIOLINGUISTICS,PSYCHOLINGUISTICSANDLANGUAGEPOLICY,ETCINONEWORD,ITINCLUDESANYTHINGTOWHICHLINGUISTICSCOULDBEAPPLIEDINANARROWSENSE,APPLIEDLINGUISTICSMEANSTHESCIENTIFICSTUDYOFTHEPRINCIPLESANDPRACTICESOFSECONDANDFOREIGNLANGUAGETEACHINGTHEAPPLICATIONOFLINGUISTICFINDINGSTOLANGUAGETEACHINGANDLEARNINGITISCONCERNEDWITHAPPROACHESTOLANGUAGETEACHERS,WITHLANGUAGELEARNING,WITHSYLLABUSDESIGN,WITHMATERIALSDEVELOPMENTANDWITHTHEASSESSMENTANDTESTINGOFLANGUAGELEARNINGLIURUNQING,ETAL1990,WITHTHEEDUCATIONALPOLICYINGENERALANDLANGUAGELEARNINGANDTEACHINGPOLICYINPARTICULAROFACOUNTRYTHETERMAPPLIEDLINGUISTICSWASFIRSTUSEDIN1870BYAYOUNGPOLISHLINGUIST,JBANDOUINDECOURTENAYTODISTINGUISHAPPLIEDLINGUISTICSFROMPUREORTHEORETICALLINGUISTICSANDITREACHEDITSPEAKOFDEVELOPMENTIN1960SFROMTHENON,MOREANDMOREARTICLES,BOOKSANDJOURNALSHAVEBEENPUBLISHEDTODISCUSSAPPLIEDLINGUISTICSTHESTUDYOFAPPLIEDLINGUISTICSDEVELOPEDINTHE1980SINCHINAITIS40YEARSLATERINCHINATHANINOTHERCOUNTRIES2MAINTHEORIESOFLANGUAGE21DEFINITIONOFLANGUAGEWHATTHEORYISTHEREABOUTTHEDEFINITIONOFLANGUAGETHEANSWERISTHATTHEREAREMANY,MANYSUCHTHEORIES,ANDEACHISPROBABLYRIGHTINITSOWNLITTLEWAY,TOO,BUTNONEACCOUNTSFOREVERYTHINGSATISFACTORILYTHEMOSTCOMMONLYACCEPTEDDEFINITIONISLANGUAGEISASYSTEMOFARBITRARYVOCALSYMBOLSUSEDFORHUMANCOMMUNICATIONWARDHAUGH19723,1977OTHERDEFINITIONSSUCHASLONGMANDICTIONARYOFLANGUAGETEACHINGATTHELOWERLEVER,ITISSEENASASEQUENCEOFSEGMENTSWHICHLACKANYMEANINGINTHEMSELVES,BUTWHICHCOMBINETOFORMUNITSOFMEANINGLANGUAGEISASYSTEMOFTWOSETSOFSTRUCTURESONEOFSOUNDSANDTHEOTHEROFMEANING3CULTURALTRANSMISSIONITMEANSTHATLANGUAGEISNOTGENETICALLYPASSEDDOWNFROMONEGENERATIONTOANOTHERRATHER,LANGUAGEHASTOBELEARNED4CREATIVITYPEOPLEHAVETHEABILITYTOUNDERSTANDANDCONSTRUCTANINDEFINITELYLARGENUMBEROFSENTENCESINCLUDINGTHOSETHEYHAVENEVERHEARDBEFORELANGUAGEISPRODUCTIVETHISMARVELOUSCREATIVITYISACHIEVEDBYANUMBEROFINGENIOUSLEXICALANDGRAMMATICALDEVICESOFLANGUAGE5DISPLACEMENTLANGUAGECANBEUSEDTOREFERTOCONTEXTSREMOVEDFROMTHEIMMEDIATESITUATIONSOFTHESPEAKERABLETOTALKABOUTSOMETHINGTHATISNOTPRESENT,EGINTHEPASTORFUTURENOTSUBJECTTOTHEIMMEDIATECONTEXT6INTERCHANGEABILITYANYHUMANBEINGCANBEBOTHAPRODUCERANDRECEIVEROFMESSAGESONECANBEBOTHAPRODUCERADDRESSERANDARECEIVERADDRESSEEOFMESSAGES23THEORIESOFLANGUAGETHEREARESEVERALTYPESOFTHETHEORYOFLANGUAGEIWILLINTRODUCESOMEOFTHESETHEORIESASFOLLOWINGLANGUAGETHEORYDERIVESFROMSEVERALSTARTINGPOINTSFORVYGOTSKY,SOCIALINTERACTIONWASTHEPRIMARYSOURCEOFLANGUAGEACQUISITION,ANDLEDTOTHECONCLUSIONTHATALLLANGUAGEANDLEARNINGWASSOCIALLYCONSTRUCTEDANDADAPTABLETODIFFERINGSOCIALSITUATIONSBRUNNERHELDTHATLANGUAGEACQUISITIONWASBASEDLARGELYONTHECONTINUINGTRANSFORMATIONOFNEWIDEASONTOTHEALREADYEXISTINGSTOREOFACHILDSKNOWLEDGERATHERTHANSTRESSINGSOCIALINTERACTION,BRUNNERSTRESSEDALLFORMSOFINTERACTIONWITHTHEOUTSIDEWORLDWHICHWASCONDITIONEDBYTHELEARNERSPRIORKNOWLEDGE,EXPERIENCEANDINTERESTPIAGET,FINALLY,STRESSEDTHEADAPTIONOFTHEFRAMEWORKFORLANGUAGEACQUISITIONATEACHSTAGEOFDEVELOPMENTFORPIAGET,THESTAGESWEREROUGHLYTHEMOTORSTAGEOFINFANCY,THEPREOPERATIONSSTAGEROUGHLYCORRESPONDINGTOPLAY,ANDTWOFORMSOFOPERATIONS,CONCRETEANDFORMAL,WHICHREPRESENTEDTHELEARNERSMOVINGTOACTUALDAYTODAYFUNCTIONSWITHPURPOSE,TOABSTRACTINGANDTHEORIZINGABOUTITSPURPOSEALLLANGUAGEMAKESSENSEONLYWITHINONEOFTHESEFRAMEWORKSTHEBASICFOUNDATIONOFLANGUAGEACQUISITIONTHEORYISBASEDAROUNDTHENATUREOFTHELEARNINGPROCESSITSELFREGARDLESSOFTHESPECIFICFEATURESOFTHETHEORY,EACHAPPROACHSTRESSESTHENATUREOFSOCIALLIFEANDTHENECESSITYOFTEACHERSTOBRINGACHILDTOAGREATERCOMPLE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