《多语言语法中的音系学：表征复杂性和语言界面》（第一章第四、五节）翻译报告

PAGEPAGE1《多语言语法中的音系学：表征复杂性和语言界面》（第一章第四、五节）翻译报告摘要：本文为一篇翻译报告，所选原文为JohnArchibald所著《多语言语法中的音系学：表征复杂性和语言界面》。原文是一本语言学专业的书籍，作者在书中主要探讨跨语言语法性质问题，并通过人认知学角度利用抽象的表征结构来证明语音知识是l2表面语音特征的基础。在选取的翻译章节中，作者从认知科学的视角出发，分析了语音学知识的获取过程，并提出了三种主要的哲学观点：外部主义、涌现主义和本质主义。通过对本文的阅读，有助于深化对多语言语法中的音系学的研究，可以帮助学生更好掌握相关知识。本翻译报告共分为四部分。第一部分为引言，旨在对翻译项目的背景、意义与报告结构进行介绍。第二部分为原文分析，包括作者介绍、原文内容介绍以及文体风格分析。第三部分为翻译难点与翻译方法阐释，包括翻译之前的准备工作，翻译过程中遇到的问题、相应的翻译方法以及翻译之后的修改过程。第四部分总结翻译过程中的经验教训以及仍待解决的问题。关键词：翻译报告；多语言；音系学；增译

AReportontheTranslationofPhonologyinMultilingualGrammars:RepresentationalComplexityandLinguisticInterfaces(Chapter1,Sections4and5)AbstractThisisatranslationreport.Theoriginaltextis“PhonologyinMultilingualGrammars:RepresentationalComplexityandLanguageInterfaces”byJohnArchibald.Theoriginaltextisaprofessionallinguisticsbook.Theauthormainlyexploresthenatureofcross-linguisticgrammarinthebookandprovesthatphonologicalknowledgeisthebasisofL2surfacephonologicalfeaturesfromtheperspectiveofhumancognitionbyusingabstractrepresentationalstructures.Intheselectedtranslationchapter,theauthoranalyzestheacquisitionprocessofphonologicalknowledgefromtheperspectiveofcognitivescienceandproposesthreemainphilosophicalviewpoints:externalism,emergentism,andessentialism.Readingthisarticlecanhelpdeepentheresearchonphonologyinmultilingualgrammarsandhelpstudentsbettermastertherelevantknowledge.Thistranslationreportconsistsoffourparts.Thefirstpartintroducesthebackground,significanceandstructureofthetranslationproject.Thesecondpartistheanalysisoftheoriginaltext,includingthebackgroundoftheauthorandthelexical,syntacticandtextualstylesoftheoriginaltext.Thethirdpartillustratesdifficultiesintranslationanddiscusseswithabundantexamplestheprinciplesandstrategiesappliedtothetranslation.Thefourthpartisthesummaryoflessonsdrawnfromthetranslationproject.Keywords:translationprojectreport;MultilingualGrammars;Phonology;AmplificatioPAGEPAGE14PAGEContents中文TOC\o"1-3"\h\u9107摘要 i860Abstract ii9430Acknowledgements iii32666Introduction 127815I.AnalysisoftheOriginalText 315524A.IntroductionoftheAuthor 36583B.IntroductionoftheContent 59230C.AnalysisoftheStyle 5179911.LexicalFeaturesoftheOriginalText 6271532.SyntacticFeaturesoftheOriginalText 613504II.AnalysisoftheTranslationPractice 829247A.TranslationDifficulties 825102B.TranslationStrategies 8222501.LiteralTranslation 8132952.Amplification 942913.Omission 1127280Conclusion 1326749Notes 1530763Bibliography 1727254Appendix1:SourceText 1913958Appendix2:TranslatedText 32PAGEPAGE14AReportontheTranslationofPhonologyinMultilingualGrammars:RepresentationalComplexityandLinguisticInterfaces(Chapter1,Sections4and5)IntroductionThearticlePhonologyinMultilingualGrammars:RepresentationalComplexityandLinguisticInterfaceswaswrittenbyJohnArchibaldandisauthoredbyaprofessoroflinguisticsattheUniversityofVictoria.HeisdedicatedtoresearchingsecondlanguagephonologicalissuesandhasreceivedresearchfundingfromSSHRCandCFI.Inthisbook,theauthormainlyexplorescross-linguisticgrammaticalpropertiesandusesabstractrepresentationalstructuresfromtheperspectiveofcognitivepsychologytoprovethatphonologicalknowledgeisthebasisofsurfacephonologicalfeaturesinL2.Therearetworeasonsforchoosingthisarticlefortranslation.Firstly,theauthorattemptstointegrateisolatedphonology,morphology,andsyntaxtoconstructasecondlanguagephonologicalmodel,inordertoexplorerelevantissuesinphonologyinmultilingualgrammar.Deepeningtheresearchonphonologyinmultilingualgrammarcanhelpstudentsbettermastertherelevantknowledge.Secondly,theauthorhasspecializedinthefieldofsecondlanguageacquisitionandhaspublishedover50articles.Inthisbook,theauthordiscussesphonologicalissuesinmultilingualgrammarthroughextensivescientificexperimentsandprofessionaltheoreticalknowledge,helpinguslearntoreducelanguagecommunicationbarriersandpromotecommunicationamongpeoplefromdifferentculturalbackgrounds.Therefore,thetranslatorchosethisarticlefortranslation,hopingtohelpstudentsbetterlearnsecondlanguageknowledgeandpromotecross-culturalcommunication.ThistranslationprojectwascarriedoutatSichuanInternationalStudiesUniversityandlastedforoversevenweeks.Duringthisperiod,thetranslatorachievedsatisfactorytranslationresultsthroughseveralsteps.Withthehelpofthesupervisor,thetranslatorincludedselectingandreadingtheoriginaltext,searchingforbackgroundinformationoftheoriginaltext,translatingandrevisingtheoriginaltext.Thisreportconsistsoftwomainchapters.Thefirstpartistheanalysisoftheoriginaltext,includingtheauthor,thecontentofthetext,andthewritingstyleofthearticle.Thesecondpartisthedifficultiesencounteredinthetranslationprojectandtheadoptedmethods,whichisthecorepartofthisreport.=1\*ROMANI.AnalysisoftheOriginalTextA.IntroductionoftheAuthorJohnArchibaldhasbeenaProfessoratUVicsince2010.PriortocomingtoVictoria,hewasHeadoftheDepartmentofLinguisticsandDirectoroftheLanguageResearchCentreattheUniversityofCalgary.HewaselectedasaFellowoftheRoyalSocietyofCanadain2020.HeisaformerPresidentoftheCanadianLinguisticAssociation,andhasbeenonadjudicationcommitteesforSSHRCandNSF.HehasreceivedresearchgrantsfromSSHRCandfromCFI.Hewasco-editor,withWilliamO’Grady,ofContemporaryLinguisticAnalysisandover50articlesandbookchaptersinjournalssuchasSecondLanguageResearch,LinguisticApproachestoBilingualism,andStudiesinSecondLanguageAcquisition.Hisworkdeserveshighpraisefrommanypeople.Forexample,MarthaYoung-ScholtenofNewcastleUniversitypointedoutthat“Archibaldpresentsacompellingcaseforthecentralpositionofphonologyinthestudyofsecondlanguageacquisition,notjustinitsownrightbutalsoinitsinterfaceswithotherdomainsoflanguage”.JenniferCabrelli,UniversityofIllinoisatChicagoalsosaidthat“Backedbyextensiveempiricalevidenceandanunparalleledbreadthanddepthoftheoreticalexpertise,Archibald'sunifiedmodelofL2phonologyarguesdeftlyfortheintegralroleofphonologyinarangeofL2phenomenaspanningmultipleinterfaces,andelucidatespreciselyhowasingularsetofprinciplescanaccountforthem”.Hemadesignificantanddistinguishedcontributionstothestudyoflinguistics.Hisworkisinnovativeandprovidesmoreideasforlinguisticresearch.Inaddition,hepopularizedlinguisticsoutsideofacademia.Hisworksreflecthisprofoundlinguisticknowledgeandrigorousacademicattitude,andshowhisdeepunderstandingofphoneticsresearch.Therefore,hisworksnotonlyhaveacademicvalue,butalsohavepracticalsignificance.IntroductionoftheContentThisworkexploresindepththeroleofphoneticsinmultilingualgrammar,emphasizingthatitisnotonlyapartofgrammar,butalsoapartofknowledge.JohnArchibaldanalyzestheacquisitionprocessofphoneticsknowledgefromtheperspectiveofcognitivescience,andputsforwardthreemainphilosophicalviewpoints:externalism,emergentialismandessentialism.Externalismholdsthatthesourceofphoneticsknowledgemainlyliesintheactualutteranceoflanguageusers,thedistributionfeaturesincorpusandthepattern-associationskillsoflanguagelearners.Emergenceemphasizesthatphoneticsdoesnotexistinisolation,butistheresultofinteractionswithothercognitivemodules.Essentialismholdsthatphoneticsknowledgeisabstractandexistsinthelearner'sbrain.Theauthorbelievesthattheessentialistmodelprovidesthemostreasonableexplanationforphoneticsknowledgeandprovidesalotofempiricalsupport.Inaddition,theworkdiscussesissuessuchasmultilingualgrammar,inputfrequency,inputsignificance,L1knowledgetransfer,andemphasizestheimportanceofphoneticsincognitivescience.Allinall,thisworkprovidesanin-depthanalyticalandtheoreticalframeworkfortheacquisitionandcognitiveprocessesofphoneticsknowledge,andexploresissuessuchasmultilingualgrammar,inputfrequency,inputsignificance,andL1knowledgetransfer.Theauthor'sviewsandresearchresultsareofgreatsignificancetounderstandingtheroleofphoneticsinlanguage,andprovidenewideasanddirectionsforfuturelinguisticresearch.AnalysisoftheStyle1．LexicalFeaturesoftheOriginalTextSincethisisaprofessionalbookonlinguistics,theauthorusesalotoftechnicaltermsinthearticle,suchas,metricalfeet,phonological，inputfrequencyandinputsaliency,parametersetting.Asaresult,theremaybeabarriertounderstandingfornon-specialists.Secondly,asanacademictext,itusuallyhasahighlexicaldensityandoftenusesfewerwordstoexpressmoreinformation.Therefore,readersarerequiredtohaveahighvocabularyandacertainknowledgereserveinrelatedfields.Forexample：“Thefieldsofhistoricallinguistics,childlanguageacquisition,andsecondlanguageacquisitionshareaconcernwithexplaininghowgrammarschange.”1历史语言学、儿童语言习得和第二语言习得领域都关注解释语法是如何变化的。Whatfollowsisanotherexample:“Childrenwillnotacquirea/θ/unlesstheyheara[θ].L1learnerswillnotsetupgrammarswithovertWH-movementoronsetconsonantclustersunlesstheyareexposedtothemintheinput.”2若无[θ]音位的听觉输入，儿童无法习得/θ/音位表征；缺乏显性WH移位或复杂音节首的语言输入，学习者亦无法构建相关语法参数。Asshownintheexample,thetextisfullofalargenumberoflinguisticterms,soreadersneedtohavesomeknowledgeoflinguistics,andthereisalsoacertainreadingthresholdforreaders.SyntacticFeaturesoftheOriginalTextInordertomaintainscientificandrigorous,longandcomplexsentencesareoftenusedtoexpresscomplexlogicalrelationsandargumentationprocesses.Forexample,whendiscussingtheparametersettingmodel,theauthorsuselongsentencesofmultipleclausestoexplainhowthemodelworks.Forexample:Parameterswerethecognitivedevicesdesignedtoaccountforvariationbetweenlanguages.AllowovertWH-movement?Yes/no.Allowbranchingonsetclusters?Yes/no.Note,however,thatinaparameter-settingmodel,ifaswitchhadbeensetto,say,branchingonsets(yes)thenitwasachallengetoaccountforvariableperfor-manceinwhichalearnermightsometimesproduceabranchingonsetandsome-timesmodifyabranchingonset.3参数是用来解释语言间差异的认知工具。允许公开的WH位移？是/否。允许分支开始群集？是/否。但是，请注意，在参数设置模型中，如果开关已设置为分支开始(是)，则说明学习者可能有时会产生分支开始，有时会修改分支开始的可变性能是一个挑战。Similarly,academictextsoftenusethepassivevoiceinordertomaintainobjectivityandscientificnature.Forexample:“Acriticalpartoftheexplanans(theexplanation)wouldbethedistributionalpropertiesfoundinthecorpusandthepattern-associationskillsofthelanguagelearner.”4解释的一个关键部分是语料库中发现的分布特性和语言学习者的模式关联技能。Anotherexample:“Suchanapproachinlinguisticsismanifestedinusage-basedapproaches.”5这种方法在语言学上表现为基于用法的方法。Thepassivevoicecanbeusedtoemphasizethecontent,method,etc.,oftheresearchratherthanthepersonperformingtheaction.Helpstomaintaintheobjectivityofthetext.

II.AnalysisoftheTranslationPracticeTranslationDifficultiesTheprimarychallengetranslatorsfaceduringthetranslationprocessiscomprehendingthetechnicalterminologywithinthetext.Toaccuratelyinterpretandtranslatetheseterms,translatorsmustpossessasolidfoundationinlinguisticknowledge.Furthermore,thetextfrequentlyemploysabbreviationssuchas“L1,”“UG,”and“SLA.”Familiaritywiththeseabbreviationsiscrucialtopreventmisunderstandingsandconfusioninthetranslationprocess.Additionally,thetextreferencesculturallyspecificconcepts,including“Plato’sProblem”and“Orwell’sProblem.”Translatorsneedtohavepriorknowledgeoftheseconceptstoensureaccuraterepresentationandmaintainthescientificandrigorousstyleoftheoriginaltext.6Theseconddifficultyliesindealingwiththelongandcomplexsentencesinthetext.Toexplaintheconceptsinlinguisticsclearly,theauthoroftenusescompoundlongsentences.Thisrequiresthetranslatortohavestrongsentenceanalysisandlanguageexpressionskillstobetterconveythemeaningoftheoriginaltext.7However,thegrammaticalhabitsofEnglisharedifferentfromthoseofChinese.Duringthetranslationprocess,thetranslatorissometimesinfluencedbythegrammaroftheoriginaltextandcannotmakeappropriateadjustmentsaccordingtothegrammaticalrulesofthetargetlanguage,makingthetranslationseemstiffandunidiomatic.B.TranslationStrategiesLiteralTranslationLiteraltranslationcanaccuratelyconveythemeaningoftheoriginaltextandminimizetheriskofmisunderstandings.However,itshouldalsobeappropriatelyadjustedandrefinedtobetteralignwithChineseexpressionhabits.Giventhatthearticleencompassesasubstantialamountofspecializedlinguisticknowledge,employingliteraltranslationhelpsensuretherigorandprecisionofthecontent,therebyreducingpotentialmisinterpretationsoftheoriginalmeaning.Forexample:“Thenotionoffrequencyisrelativelystraightforward.Imagineacounterthatticksonceeverytimeyouhearan[x]oranirregularplural.”8频率的概念相对直接的。想象一个计数器，每当你听到一个[x]或不规则复数时，它就会滴答一声。Frequencyisacomplexconceptintheoriginaltext.Theliteraltranslationof“counter”into计数器canhelpreadersbetterunderstandthecomplexconcept.Atthesametime,thesimplesentencestructureandexpositorytoneoftheoriginalsentenceareretainedintranslationtomakethesentenceconciseandclearandavoidambiguity.Whatfollowsisanotherexample:“TheworkofScovel(1988)andothersfocussesontheunderlyingetiologyofthistraitandfallswithinthegeneralrubricoftheCriticalPeriodHypothesis.”9Scovel等人的研究集中探讨了这种特征的根本原因，并将其纳入关键期假说的范畴。Inthisexample,theliteraltranslationretainsthekeyterm“CriticalPeriodHypothesis”inordertoensurethatthereaderunderstandsthesourceandtheoreticalbasisoftheresearch.Therefore,whentranslatingsentenceswithstrongprofessionalknowledge,literaltranslationcanconveythemeaningoftheoriginaltext.AmplificationIntheprocessoftranslation,itisoccasionallynecessarytosupplementandexpandupontheoriginaltexttoenhanceclarity.Additionally,forconceptsembeddedwithculturalcontext,providingrelevantbackgroundinformationcanfacilitateadeeperunderstandingofthesourcematerial.10However,translatorsmustensuretheaccuracyofanysupplementarycontentandavoidover-interpretationthatcoulddetractfromthemaintheme.Forexample:“Humansarriveonthisplanetwiththeabilitytorepresentmorethanonelanguage.Iftheenvironmenttriggersthisfeature,itisactivated.”11人类天生就具备学习多种语言的能力。这种能力就象一个开关，当环境触发了它，学习多种语言的能力就会被激活。Inthissentence,“represent”istranslatedas“学习”toaccuratelyconveythemeaningexpressedinthetext,whichpertainstothelearningabilityofhumanbeings.Additionally,employingincrementaltranslationfortheabstractterm“feature”intheoriginaltextcanenhancereaders'comprehensionofthearticleandalignsbetterwithChineseexpressionhabits.Whatfollowsisanotherexample:Ifthereisaphrasethatismorecontentiousinthestudyoflanguageacquisition,ormaybeevenlanguageitself,I’mnotsurewhatitis.Therewasarichandpro-ductivedebateinSLAinthe1990sconcerningthequestionofwhetherinter-languagegrammarsweregovernedby(orhad‘accessto’)universalGrammar.exchangesbetweenopposingsidescouldbe,shallwesay,quiteheated.12在语言习得乃至语言本质的研究中，若问哪一个术语引发的争议最为激烈，答案恐怕非‘普遍语法’莫属。20世纪90年代，二语习得学界曾围绕‘中介语语法是否受普遍语法约束（或能否调用普遍语法）’展开辩论。例如，支持普遍语法可及性（AccessibilityHypothesis）的学者与持反对立场的认知派针锋相对，其争论言语可谓十分激烈。Inlinguisticsliterature,numerousauthorstendtoabbreviatetechnicalterms,whichcanposesignificantchallengesforreadersunfamiliarwiththefield.Forinstance,“二语习得”clarifiesthemeaningoftheacronymSLA.Thedebatesurroundingthistopicisdescribedasintense;however,itisnotasheatedasportrayed.Byaddingthemethodofadditionaltranslation,theoppositionof“scholarswhosupportuniversalgrammaticalaccessibilityandcognitiveschool”isadded,andthedifferenceofschoolispointedout.OmissionIndifferentculturalcontexts,certaininformationmaynotbenecessaryinthetargetlanguageculture.Intranslation,omittingsuchinformationwillnotaffectreadingatall;instead,itwillmakethetextmoreconciseandclear.Therefore,eliminatingredundantdataandsuperfluousargumentscanenhancetheinformativenessofthetranslationofempiricalresearchdescriptions.Eventually,adynamicbalancecanbeachieved.Forexample:“Inthedomainofphonology,ithasbeenreportedthatQuechua-speakingchildrenstartproducinga[tʃ]consistentlyearlierthanEnglish-speakingchildrendo.”13在语音学领域，据报告称，克丘亚语儿童比英语儿童更早地能够一致地发出[tʃ]音。TheoriginallanguageisexpressedinQuechua-speakingchildren,sothetranslationwillappearredundantwords,directlyexpressedas克丘亚语儿童,whichdoesnotaffectthemeaningoftheoriginal,theexpressionismoreconcise.Moreover,theoriginaltextisacompoundsentence,whichisconvertedintoasimplesentenceafterreduction,sothatthesentenceismoreconciseandeasytounderstand.Whatfollowsisanotherexample:Cutler(2012:419)canbeseentosumup,whileacknowledgingtheexistenceandfunctionofveridicaltracesinmemory,that‘evidencefromL2learningmakesitclearthatlexicalphonologicalrepresentationsareabstract’.14Cutler明确指出：‘二语习得的证据清楚表明，词汇音系表征是抽象的。’Originaltext“whileacknowledging...inmemory”isacomplementtotheauthor'sattitude,butChineseacademictranslationsusuallycitetheconclusiondirectlyandomittheargumentationprocess.And“lexicalphonologicalrepresentationsareabstract”iscondensedto“词汇音系表征是抽象的”toavoidthestiffnesscausedbyword-by-wordtranslation.Theoriginal“canbeseentosumup”toneisweak,reducedto“明确指出”,inlinewiththepositivetoneofChineseacademictexts.

ConclusionInordertofaithfullyconveytheoriginalmeaning,thetranslatorreadtheoriginaltextrepeatedlyandconsultedrelevantlinguisticknowledgebeforetranslatingthearticle.Theauthor'slanguageisscientificandrigorous,withmanyprofessionalterms.Therefore,whenreadingtheoriginaltext,itisnecessarytoconstantlyconsultrelevantknowledgeandunderstandeachknowledgepointtotranslateitbetter.15Duringthetranslationprocess,thetranslatortriedtoimitatethewritingstyleoftheoriginaltexttomakethetranslationmoreaccuratelyconveytheoriginalmeaning.Toconveytheoriginalmeaningmorecompletely,thesentencestructurewasnotchangedasmuchaspossibleduringthetranslationprocess,andthecomplexlinguisticknowledgeintheoriginaltextwasconveyedwithrelativelysimplelanguage.16Theauthor'sattitudetowardslinguisticresearchreflectedinthearticleisscientificandrigorous.Therefore,thetranslatorshouldalsolearnfromtheauthorduringthetranslationprocess,andthisisexactlywhatthetranslatordid.Inordertokeepthefluencyoftheoriginaltextasmuchaspossible,thetranslatorrevisedthearticlemorethanfivetimestoimprovethequalityofthetranslationuntilitreachedasatisfactorylevel.Duringthisprocess,translationmethodswereofgreathelptothetranslator.Additioncanhelpreadersunderstandunclearlinguisticknowledge.Moreover,theadditionofsomeabbreviationscanmakethearticlemorefluentandconformtotheexpressionmodeofthetargetlanguagetoachieveadynamicbalanceintranslation.Withthehelpoftranslationmethodsandthetranslator'scarefulandpatientefforts,thetranslationwasfinallypresentedinarelativelygoodway.However,itisundeniablethattherearestillsomeshortcomingsinboththetranslationandthereport.First,thetranslator'sunderstandingabilityoftheoriginaltextandtheexpressionabilityofChinesearelimited,sosomeChinesewordsusedinthetranslationareoftennoteffectiveenough.Secondly,duetothetranslator'slackofpracticeandsufficientknowledgeoftranslationtheoriesandtechniques,sometranslationsarestillliteral.Finally,thisisthetranslator'sfirstpaper,andthewordsusedsometimeslackseriousnessandrigor,andthetranslatorissometimesnotobjectiveenough.Throughtheentireproject,thetranslatorrealizedhowdemandingprofessionaltranslationworkis.Aqualifiedtranslatormustbeproficientintwolanguages,haveaconsiderableunderstandingofthetwocultures,andhavesufficientknowledgeofthecontentbeingtranslated.Inaddition,writingability,extensivepractice,sufficientknowledgeoftranslationtheoriesandtechniques,andtheuseofinformationtechnologyarealsoindispensable.17FromatranslationmajorstudenttoaqualifiedtranslatorisalongwayNotes1JohnArchibald,PhonologyinMultilingualGrammars:RepresentationalComplexityandLinguisticInterfaces(Oxford:OxfordUniversityPress,2023),10.2Ibid.,9.3Ibid.,10.4JohnArchibald,PhonologyinMultilingualGrammars:RepresentationalComplexityandLinguisticInterfaces(Oxford:OxfordUniversityPress,2023),13.5Ibid.6MonaBaker,InOtherWords:ACoursebookonTranslation(London:Routledge,2018),135.7JeremyMunday,IntroducingTranslationStudies:TheoriesandApplications(London:Routledge,2016),174.8JohnArchibald,PhonologyinMultilingualGrammars:RepresentationalComplexityandLinguisticInterfaces(Oxford:OxfordUniversityPress,2023),9.9Ibid.,12.10EugeneNidaandCharlesTaber,TheTheoryandPracticeofTranslation(Leiden:BrillAcademicPub,2003),110.11JohnArchibald,PhonologyinMultilingualGrammars:RepresentationalComplexityandLinguisticInterfaces(Oxford:OxfordUniversityPress,2023),7.12Ibid.,813Ibid.,1014Ibid.,1515DanielGile,BasicConceptsandModelsforInterpreterandTranslatorTraining(Amsterdam:JohnBenjamins,1995),91.16PeterNewmark,ATextbookofTranslation(NewJersey:PrenticeHall,1988),47.17Orozco-Jutoran,Mariana,“BuildingaTranslationCompetenceModel,”inTriangulatingTranslation:PerspectivesinProcessOrientedResearch,ed.FabioAlves(Amsterdam:JohnBenjamins,2003),60.

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Appendix1:SourceTextAppendix2:TranslatedText多语言语法中的音系学：表征复杂性和语言界面约翰.阿奇博尔德1.4中介语语法在一本专注于第二语言演讲的书中，我们必须尽早面对多语制在全球是常态还是例外的问题。尽管难以量化，我认同Grosjean的观点——单语者的大脑在人类中比多语者更为罕见。二语学习并非仅限于学术精英的特殊技能。因此，默认的词汇和语法系统应假定存在多种语法共存。在Nakayama和Archibald中，我们首次提出通过普遍语法（UG）中的“语言标签”作为内化语言的附加特征。人类天生就具备学习多种语言的能力。这种能力就象一个开关，当环境触发了它，学习多种语言的能力就会被激活。阿尔奇博尔德和利本也探讨了这一主题。1.4.1知识的来源从认识论角度，二语学习者需依赖以下三类知识来建立新的语法:1.普遍语法(即生物学)2.输入影响(即环境)3.母语知识的组成部分(即语法)让我们更详细地解释其中的每一个。普遍语法在语言习得乃至语言本质的研究中，若问哪一个术语引发的争议最为激烈，答案恐怕非‘普遍语法’莫属。20世纪90年代，二语习得学界曾围绕‘中介语语法是否受普遍语法约束（或能否调用普遍语法）’展开辩论。例如，支持普遍语法可及性（AccessibilityHypothesis）的学者与持反对立场的认知派针锋相对，其争论言语可谓十分激烈。甚至最近，大众和学术媒体关于亚马逊语皮拉哈是否显示了递归属性的争论是相当激烈的。乔姆斯基的中立观点是：语言是智人独有的能力，人类心智/大脑中存在一种特殊机制，使婴儿能在接触环境语言后发展出语言。这一机制被称为“语言官能”，其初始状态（即出生前）的属性与原则即构成普遍语法。然而，争议的焦点在于：是否存在跨语言的普遍功能范畴或音系特征？是否存在仅适用于语言而非其他认知领域的操作？以二语句法为例：若母语缺乏显性WH-移位，而目标语允许此类移位，学习者是否会生成“Whatdidyoueateggsand___?”这类不符合语法的句子？若不会，则这种不合语法性的知识来源可能是普遍语法——二语学习者（如母语者）不会考虑自然语言中不被允许的假设。以二语句法为例：若母语缺乏显性疑问词位移，而目标语允许此类移位。在允许公开疑问词位移的语言中，什么可以移动到哪里是有限制的。史蒂芬·平克举了一个可爱的例子，考虑到在英语中说“你和什么一起吃鸡蛋的(叉子)？”是合乎语法的但不是“你吃了什么鸡蛋和(培根)？”。与普遍语法相关的问题是，第二语言学习者是否会造出诸如“你吃了什么，鸡蛋和？”这样的句子如果他们从未考虑过这样的假设，那么问题是，这种非语法的知识从何而来？良构的和病态的疑问词问题之间的区别不可能是从母语语法转移来的属性，因为母语不允许公开的疑问词位移。另一个可能的知识来源是普遍语法；二语学习者(像母语学习者一样)不会考虑自然语言中没有认可的假设。音韵学上的类比应该是类似的。想象一下你的母语缺乏辅音丛；所有音节开头最多包含一个辅音。然而，你正在学习的二语允许有不止一个辅音的复杂声母(例如，[fr]、[kl]或[str])。在二语学习中，学习者将从簇是不良结构的语法转移到簇是良好结构的语法。问题是，他们会同时获得所有辅音丛集群，还是会先获得一些集群？如果辅音丛习得实际上是递增的，那么习得的顺序会与其他自然语言中观察到的普遍模式相匹配吗？例如，有些语言允许[str]和[tr]群集，但没有只允许[str]而不允许[tr]群集的语言。会不会有一种允许[str]而不允许[tr]的中介语语法？如果中介语法受普遍语法约束就不会，但是如果中介语法是由领域通用假设检验构造的，那么是的。输入效果显然，环境语言也会影响中介语法语法的构成。最明确地说，我将在第三章第3.5节(吸收频率)和第三章第节(音节结构中的标记性)回到这个问题上来，但现在让我们从高层次开始。最明显的是，和母语者习得一样，语言环境(也称主要语言数据)对学习者有触发作用。若无[θ]音位的听觉输入，儿童无法习得/θ/音位表征；缺乏显性WH移位或复杂音节首的语言输入，学习者亦无法构建相关语法参数。类似地，二语学习者(他们的母语缺乏明显的疑问词位移和辅音丛)不会表现出这些特征，除非它们出现在输入中。输入还能以其他方式影响语法学习。我将在这里介绍两个概念:输入频率和输入显著性。我在这里使用的普通术语“显著性”是指输入的语音属性，我将在本书的剩余部分将其称为鲁棒性。我这样做是为了避免术语中的潜在歧义，在术语中，声音可能被称为对其自身显著(即信号的属性)或对听者显著(即感知的人工产物)。频率的概念相对简单。想象一个计数器，每当你听到一个[x]或不规则复数时，它就会滴答一声。这是基于使用的方法中的一个关键结构(如Wulff和ellis2018)。简言之，在控制其他变量的条件下，高频输入的语言项往往优先于低频项被习得。已经证明频率在不规则形态中起作用。大量的、高频的非正规者比低频的非正规者更能抵抗语言的变化。比较god(go的高频不规则过去式)和strove(更有可能被规则化为strived的低频不规则过去式)的区别。低频率的非正规词汇在各种词汇任务上也有较长的反应时间。例如，如果被要求说出具有不规则复数标记的低频名词的复数，例如喉，则响应时间通常比被要求说出具有规则形态的低频名词的复数，例如quodlibet(喉vs.quodlibets)的响应时间长。在许多领域，频率也被证明会影响儿童语言习得。Legate和Yang表明，西班牙语中60%的儿童指导话语明确支持具有[时态]特征的语法，相比之下，英语中只有6%的儿童指导话语。说西班牙语的儿童在2岁左右开始有规律地标记时态，而说英语的儿童在3岁5个月左右开始一致地标记时态。在语音学领域，据报告称，克丘亚语儿童比英语儿童更早地能够一致地发出[tʃ]音。如上所述，与语言变化的联系不是偶然的。历史语言学、儿童语言习得和第二语言习得领域都关注解释语法是如何变化的。古英语是怎么变成中古英语的？为什么5岁的孩子听起来和3岁的孩子不一样？我说得越多或学得越多，我的第二语言西班牙语会怎么样？因此，在这方面，发展语言学的这些领域所关注的不仅仅是在特定时刻形成一种语法理论——即所谓的属性理论——还包括一种发展路径理论——即所谓的过渡理论。在早期的工作中，我提出了一个简单的模型来