語言學(xué)概論第十章LanguageAcquisition演示文稿現(xiàn)在是1頁\一共有44頁\編輯于星期日Definition:Languageacquisition----referstothechild’sacquisitionofhismothertongue,i.e.howthechildcomestounderstandandspeakthelanguageofhiscommunity.itreferstofirstlanguagenotsecondlanguageacquision現(xiàn)在是2頁\一共有44頁\編輯于星期日Childrenallovertheworldlearntospeakataboutthesametimeunlesstheysufferfromextremeexternaldeficiency.Howdochildrenaccomplishthis?Whatenablechildrentolearnwordsandstringthemtogetherintomeaningfulsentence?Whatfacilitatechildrentodevelopthegrammaticalsystemoftheirlanguage?Whathelpthemtoachievethecommunicativecompetenceusingthelanguagetoexpresstheirvariousneeds?Discussion!!現(xiàn)在是3頁\一共有44頁\編輯于星期日differencesbetweenthetermofacquisitionandlearninglearningacquisitionintentionalprocessUnconsciousprocess

Presupposesteaching

DoesnotpresupposeteachingTeachercontrolspaceChildcontrolspaceusesgrammaticalrulesusesgrammatical"feel"現(xiàn)在是4頁\一共有44頁\編輯于星期日

語言習(xí)得：通常指在自然的語言環(huán)境中，通過旨在溝通意義的言語交際活動，不自覺地，自然地掌握或獲得第一語言。典型的例子是兒童習(xí)得第一語言。語言學(xué)習(xí)：通常指在學(xué)校環(huán)境下，有專門的教師指導(dǎo)，嚴(yán)格按照教學(xué)大綱和課本，通過講解，練習(xí)，記憶等活動，有計劃，有系統(tǒng)，有意識地對語言規(guī)則的掌握。典型的例子是成人在學(xué)校學(xué)習(xí)第二語言。example:Mathematics？thesubject"Mathematics"islearned,notacquired.現(xiàn)在是5頁\一共有44頁\編輯于星期日Threemaintheoriesofchildlanguageacquisitionthebehavioristview行為主義理論theinnatistview語法積極天生主義理論theinteractionistview互動主義理論現(xiàn)在是6頁\一共有44頁\編輯于星期日

thefocusoftheirdebateiswhethertheinnateabilityorthelanguageenvironmentplaysacrucialroleintheprocessofachild'slanguageacquisition.ThreemaindifferenttheoriesconcerninghowlanguageislearnedBehavioristviewInnatistviewInteractionistview現(xiàn)在是7頁\一共有44頁\編輯于星期日thebehaviorist（行為主義論）proposedbyB.F.Skinners(斯金納)Traditionalbehavioristsviewlanguageasbehaviorandbelievethatlanguagelearningissimplyamatterofimitationandhabitformation.

ImitationRecognitionReinforcement(gradually,habit-forming)現(xiàn)在是8頁\一共有44頁\編輯于星期日AbehavioristviewoflanguageacquisitionChildrendonotimitateadults’speechinmuchthesamewayasparrotsdo,theyimitatewordsselectivelyandaccordingtotheirownunderstandingofthewordsorpatterns,whichisbasedonwhatthechildrenhavealreadyknowninsteadofwhatis“available”intheenvironment.Sometimeschildrenareverymuchinchargeoftheconversationandactivitieswithadults,childrenseemtopickoutpatternsandgeneralizethemtonewcontexts.Theycreatenewformsornewusesofwords,untiltheyfinallyfigureouthowtheformsareusedbyadults.現(xiàn)在是9頁\一共有44頁\編輯于星期日advantages

althoughthebehavioristviewisunderchallengeandcriticismbecauseofitsinadequacy,butitseemstobereasonableinsomedegree.

forexample,children'slearningofalanguageneedsimmitationandreinforcememt;it'snecessarytoformcertainhabitinordertomasteralanguage.現(xiàn)在是10頁\一共有44頁\編輯于星期日disadvantages

itfailstoexplainhowchildrenacquiremorecomplexgrammaticalstructuresofthelanguage.Examples:a.Johni’smotherloveshimi,j.b.*HeilovesJohni’smother.c.Hisi,motherlovesJohni.

Theinadequacyofbehavioristviewliesinthefactthatchildrendonotimitateadults’languageinmuchthesamewayasparrotsdo.現(xiàn)在是11頁\一共有44頁\編輯于星期日theinnatistview（語法天生主義論）proposedbyChomsky

Accordingtotheinnatistviewoflanguageacquisition,humanbeingsarebiologicallyprogrammedforlanguage.現(xiàn)在是12頁\一共有44頁\編輯于星期日Aninnatistviewoflanguageacquisition1st:Allchildrenvirtuallylearntheirnativelanguagewhichissocomplicatedatalmostthesametime.2nd:Childrensuccessfullymasterthebasicstructureoftheirlanguageordialectinvariousconditions.3rd:Thelanguagechildrenexposedtomaynotcontainexamplesofalltheinformationwhichtheyeventuallyknow.現(xiàn)在是13頁\一共有44頁\編輯于星期日Accordingtotheinnatistviewoflanguageacquisition,humanbeingsarebiologicallyprogrammedforlanguageandthatthelanguagedevelopsinthechildjustasotherbiologicalfunctionssuchaswalking.

現(xiàn)在是14頁\一共有44頁\編輯于星期日LAD-languageacquisitiondevice

LAD語言習(xí)得機制Chomskyreferredtotheinnatelanguageabilityaslanguageacquisitiondevice(LAD).TheLanguageAcquisitionDevice(LAD)isapostulated“organ”ofthebrainthatissupposedtofunctionasainborndeviceforlanguageacquisition.現(xiàn)在是15頁\一共有44頁\編輯于星期日LanguageAcquisitionDevice(LAD)

AccordingtoChomsky,thereareaspectsoflinguisticorganizationthatarebasictothehumanbrainandthatmakeitpossibleforchildrentoacquirelinguisticcompetenceinallitscomplexitywithlittleinstructionfromfamilyorfriends.HearguesthatLADprobablyconsistsofthreeelements:ahypothesis-maker,linguisticuniversal,andanevaluationprocedure.現(xiàn)在是16頁\一共有44頁\編輯于星期日UG普遍語法LaterChomskyreferstothisinnateendowment天資asUniversalGrammar.UniversalGrammarincludesasetofprincipleswhichcanbeusedtoexplainchildlanguageacquisition.UGisanendowmentthatallchildrenarebornwith.Ifchildrenarepre-equippedwithUG,thenwhattheyhavetolearnisthewayinwhichtheirownlanguagemakesuseoftheseprinciples.現(xiàn)在是17頁\一共有44頁\編輯于星期日AninnatistviewoflanguageacquisitionTG(Transformational-Generative)grammarseeslanguageasasystemofinnaterules.Anativespeakerpossessesalinguisticcompetence,oralanguageacquisitiondevice.AlthoughChomskydoesnotintendtomakehismodelarepresentationofperformance,i.e.,thelanguageactuallyusedincommunication,appliedlinguisticsfindTGgrammarusefulincertainaspects.Thisviewservesasananswertothelogicalproblemoflanguageacquisitionthatthebehavioristviewfailstorecognize.現(xiàn)在是18頁\一共有44頁\編輯于星期日LogicalProblemofLanguageAcquisition邏輯問題Thelogicalproblemreferstothefactthatchildrencometoknowmoreabouttheirlanguagethanwhattheycouldreasonablybeexpectedtolearnfromtheirlivingenvironment.so,whenexposedtoconfsinginformationorwhenguidanceorcorrectionisnotavalable,childrencandiscoverforthemselvestheultimaterulesofthelanguagesystem.現(xiàn)在是19頁\一共有44頁\編輯于星期日examples

Johnsawhimself.

HimselfsawJohn.

(thereflexivepronounmustfollowthenounitrefersto)

lookingathimselfboresJohn.

JohnsaidthatFredlikedhimself.

JohnsaidthatFredlkehimself.

(theclosestnounphraseuauallybetheantecedent)

JohnpromisedBilltowashhimself.

現(xiàn)在是20頁\一共有44頁\編輯于星期日Merit&DeficiencyMerit:inawayservesasananswertothelogicalproblemoflanguageacquisitionthatthebehavioristviewfailstorecognize.Deficiency:noevidenceaboutwhattheUG(universalgrammar)isandhowdoesitwork.現(xiàn)在是21頁\一共有44頁\編輯于星期日interactionistview互動主義理論Theinteractionistviewholdsthatlanguagedevelopsasaresultofthecomplexinterplaybetweenthehumancharacteristicsofthechild（兒童身上的人類特點）andtheenvironmentinwhichthechilddevelops.Theinteractionisttheoryemphasizestheimportanceoftheinteractionbetweenbiologicalandsocial(natureandnurture)aspectsoflanguageacquisition.現(xiàn)在是22頁\一共有44頁\編輯于星期日Aninter-actionistviewoflanguageacquisitionAdultsspeakdifferentlywhentalkingtolittlechildren:(i.e.,motherese,orchild-directed-speech(CDS),orcaretakertalk,tomakethemselvesunderstoodbychildren.)Characteristics:

1.Slowrateofspeech

2.Highpitch

3.Richintonation

4.Shorterandsimplersentencestructures

5.Frequentrepetition

6.ParaphrasingandlimitedvocabularyInaddition,topicscloselyrelatedto“hereandnow”environment.Thecomprehensiblelanguagesamplesexposedtochildrenareimportant,onlywhenconversationprovidetherightleveloflanguagethatchildrenarecapableofprocessingcantheyfacilitatechildren’slanguageacquisition,otherwise,itisinsufficientforchildrentolearnthelanguage’sstructure.現(xiàn)在是23頁\一共有44頁\編輯于星期日conclusionItisimportantforchildrentobeexposedtocomprehensiblelanguage.Theinteractionistviewcallsforthequalityofthelanguagesamplesavailableinthelinguisticenvironment,onlywhenthelanguageismodifiedandadjustedtothelevelofchildren’scomprehension,dotheyprocessandinternalizethelanguageitems.現(xiàn)在是24頁\一共有44頁\編輯于星期日SummaryofthesethreetheoriesThebehavioristviewsoundsreasonableinexplainingtheroutineaspectstheinnatistaccountsmostplausibleinexplainingchildren’sacquiringcomplexsystemtheinteractionistdescriptionisconvincinginunderstandinghowchildrenlearnandusethelanguageappropriatelyfromtheirenvironment現(xiàn)在是25頁\一共有44頁\編輯于星期日Cognitivefactorsinchildlanguagedevelopment

1)

Languagedevelopmentisdependentonboththeconcepts(childrenform)abouttheworldandwhattheyfeelstimulatedtocommunicateattheearlyandlaterstagesoftheirlanguagedevelopment.

現(xiàn)在是26頁\一共有44頁\編輯于星期日Cognitivefactorsinchildlanguagedevelopment2.Thecognitivefactorsdeterminehowthechildmakessenseofthelinguisticsystemhimselfinsteadofwhatmeaningsthechildperceivesandexpresses.現(xiàn)在是27頁\一共有44頁\編輯于星期日CognitivefactorsinchildlanguagedevelopmentManycarefulstudiesofchildren’sacquisitionsequencesanderrorsinvariouslanguageshaverevealedthat:Childrenhavesome“operatingprinciples”formakingsenseoflanguagedata.現(xiàn)在是28頁\一共有44頁\編輯于星期日Theacquisitionofnegativeform1.Atfirst,thenegativeelementisnotpartofthestructureofthesentence,it’ssimplyattachedtothebeginningorend，asin:Nosingingsong.Nothesunshining.現(xiàn)在是29頁\一共有44頁\編輯于星期日Theacquisitionofnegativeform2.Thenegativeelementisinsertedintothesentence,insteadofnoornot,childrenmayusedon’torcan’t,buttheydonotyetinflectthesefordifferentpersonsortenses:Inowantenvelope.henobiteyou.Hedon’swantit.現(xiàn)在是30頁\一共有44頁\編輯于星期日Theacquisitionofnegativeform3.Childrenbegintoproducetheappropriatepartofdo,beorthemodelverbs,tosuitthepersonortense:youdon’twantsomesupper.Pauldidn’tlaugh.Iamnotadoctor.現(xiàn)在是31頁\一共有44頁\編輯于星期日TheacquisitionofnegativeformItdemonstratesthatinthecourseofacquiringthenativelanguage:1st:childrenseemtolookinitiallyforasystemwhichisrule-governedinaconsistentway.2ed:thenasysteminwhichthecluestomeaningareclearlydisplayed.3rd:finallytheoneinwhicheachitemordistinctionhasadefinitefunctionincommunicativemeaning.現(xiàn)在是32頁\一共有44頁\編輯于星期日LanguageenvironmentTwoimportantfactorsinlanguageacquisitiontheories:thelinguisticenvironmentchildrenareexposedtoandtheagetheystarttolearnthelanguage.theybearremarkablerelevancetotheirlanguagedevelopment.Inbehavioristapproach,languageenvironmentplaysamajorroleinprovidingbothlanguagemodelstobeimitatedandnecessaryfeedbacks.(thepositivereinforcementorrewardencourageschildren’seffortsandfacilitatesthecorrectlearningwhilethenegativefeedbackdiscourageschildrentorepeatthe“mistakes”)現(xiàn)在是33頁\一共有44頁\編輯于星期日Theinnatistviewemphasizesmoreonchildren’sinternalprocessingofthelanguageitemstobelearnt.Theenvironmentfunctionsasastimulusthattriggersandactivatesthepre-equippedUGtoprocessthematerialsprovidedbythelinguisticenvironmentaroundthechildren.Theinteractionistviewcallsforthequalityofthelanguagesamplesavailableinthelinguisticenvironment,onlywhenthelanguageismodifiedandadjustedtothelevelofchildren’scomprehension,dotheyprocessandinternalizethelanguageitems.LanguageEnvironment現(xiàn)在是34頁\一共有44頁\編輯于星期日Children’sabilitytodevelopnormalbehaviorsandknowledgeinenvironmentdoesn’tcontinueindefinitelyandthatchildrenwhohaveneverlearntlanguageforvariousreasonscannotreturntonormalifthesedeprivationsgoonfortoolong.

EricLenneberg,abiologist,arguesthattheLAD,likeotherbiologicalfunctions,workssuccessfullyonlywhenitisstimulatedattherighttime----aspecificandlimitedtimeperiodforlanguageacquisition.CriticalperiodHypothesis(CPH)現(xiàn)在是35頁\一共有44頁\編輯于星期日CriticalPeriodHypothesis(CPH)

ThestrongversionofCPHsuggeststhatchildrenmustacquiretheirfirstlanguagebypubertyortheywillneverbeabletolearnfromsubsequentexposure.Theweakversionholdsthatlanguagelearningwillbemoredifficultandincompleteafterpuberty.(SupportedinVictor’sandGenie’scases)TherearetwoversionsoftheCPH.現(xiàn)在是36頁\一共有44頁\編輯于星期日Despitetheabovementioneddifferences,thereareconsensusthathavebeenreachedthatthereisacriticalperiodforfirstlanguageacquisition.ThisisprovedbytherecentnaturalexperimentsconductedbyElissaNewportandhercolleagues(1990)on3groupsofdeafsignusers;Theirresearchresultsshowedthatthenativesignersoutperformboththeearlysignersandthelatersignersandwerehighlyconsistentintheiruseofgrammaticalforms.CriticalperiodHypothesis(CPH)現(xiàn)在是37頁\一共有44頁\編輯于星期日10.5Stagesinchildlanguagedevelopment

1st:PhonologicaldevelopmentChildrenarebornwithanabilitytodiscriminateandproducesoundsandtheacquisitionofsoundsisuniversalacrossallcultureandlanguages,thesequenceinwhichthesoundsareacquiredworkslikeasystemofpre-requisites,i.e.,thechildmustpasseachstagebeforehecanproceedtothenextone.現(xiàn)在是38頁\一共有44頁\編輯于星期日

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.)現(xiàn)在是39頁\一共有44頁\編輯于星期日

3rd:Grammaticaldevelopment

1)Telegraphicspeech(contentwords,lackingoffunctionelement,nosyntacticormorphologicalmarkers,i.e.nouseofinflectionsfornumber,personortense,etc,aroundtheageof2.theirnoun+nouncanbeequaltoanumberofdifferentgrammaticalrelationswhichwillbeexpressedlaterbyothersyntacticdevices.e.g.,Mommysock)

2)Sentencesofthreemainelements(thegraspofprinciplesforsentenceformation,e.g.,daddykickball.)現(xiàn)在是40頁\一共有44頁\編輯于星期日GrammaticaldevelopmentAschildrenlearnvocabularytheyarealsolearningmorpho-syntaxrulesorgrammar.Childrenacquiretheirfirstmorphemesinapredictableorder,whichistoalargeextentdeterminedbythelinguisticcomplexityratherthanthefrequencyofinput.Children’slearningofquestionconstruction:1.usingaquestionintonation:arisingpitchattheendofthesentence.2.childrenmerely“takeon”aquesti