语言学概论第十章Language-Acquisition课件.ppt
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语言学概论第十章Language-Acquisition课件.ppt
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,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.,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.,Aninter-actionistviewoflanguageacquisition,Adultsspeakdifferentlywhentalkingtolittlechildren:
(i.e.,motherese,orchild-directed-speech(CDS),orcaretakertalk,tomakethemselvesunderstoodbychildren.)Characteristics:
1.Slowrateofspeech2.Highpitch3.Richintonation4.Shorterandsimplersentencestructures5.Frequentrepetition6.ParaphrasingandlimitedvocabularyInaddition,topicscloselyrelatedto“hereandnow”environment.Thecomprehensiblelanguagesamplesexposedtochildrenareimportant,onlywhenconversationprovidetherightleveloflanguagethatchildrenarecapableofprocessingcantheyfacilitatechildrenslanguageacquisition,otherwise,itisinsufficientforchildrentolearnthelanguagesstructure.,conclusion,Itisimportantforchildrentobeexposedtocomprehensiblelanguage.Theinteractionistviewcallsforthequalityofthelanguagesamplesavailableinthelinguisticenvironment,onlywhenthelanguageismodifiedandadjustedtothelevelofchildrenscomprehension,dotheyprocessandinternalizethelanguageitems.,Summaryofthesethreetheories,Thebehavioristviewsoundsreasonableinexplainingtheroutineaspectstheinnatistaccountsmostplausibleinexplainingchildrensacquiringcomplexsystemtheinteractionistdescriptionisconvincinginunderstandinghowchildrenlearnandusethelanguageappropriatelyfromtheirenvironment,Cognitivefactorsinchildlanguagedevelopment,1)Languagedevelopmentisdependentonboththeconcepts(childrenform)abouttheworldandwhattheyfeelstimulatedtocommunicateattheearlyandlaterstagesoftheirlanguagedevelopment.,Cognitivefactorsinchildlanguagedevelopment,2.Thecognitivefactorsdeterminehowthechildmakessenseofthelinguisticsystemhimselfinsteadofwhatmeaningsthechildperceivesandexpresses.,Cognitivefactorsinchildlanguagedevelopment,Manycarefulstudiesofchildrensacquisitionsequencesanderrorsinvariouslanguageshaverevealedthat:
Childrenhavesome“operatingprinciples”formakingsenseoflanguagedata.,Theacquisitionofnegativeform,1.Atfirst,thenegativeelementisnotpartofthestructureofthesentence,itssimplyattachedtothebeginningorend,asin:
Nosingingsong.Nothesunshining.,Theacquisitionofnegativeform,2.Thenegativeelementisinsertedintothesentence,insteadofnoornot,childrenmayusedontorcant,buttheydonotyetinflectthesefordifferentpersonsortenses:
Inowantenvelope.henobiteyou.Hedonswantit.,Theacquisitionofnegativeform,3.Childrenbegintoproducetheappropriatepartofdo,beorthemodelverbs,tosuitthepersonortense:
youdontwantsomesupper.Pauldidntlaugh.Iamnotadoctor.,Theacquisitionofnegativeform,Itdemonstratesthatinthecourseofacquiringthenativelanguage:
1st:
childrenseemtolookinitiallyforasystemwhichisrule-governedinaconsistentway.2ed:
thenasysteminwhichthecluestomeaningareclearlydisplayed.3rd:
finallytheoneinwhicheachitemordistinctionhasadefinitefunctionincommunicativemeaning.,Languageenvironment,Twoimportantfactorsinlanguageacquisitiontheories:
thelinguisticenvironmentchildrenareexposedtoandtheagetheystarttolearnthelanguage.theybearremarkablerelevancetotheirlanguagedevelopment.Inbehavioristapproach,languageenvironmentplaysamajorroleinprovidingbothlanguagemodelstobeimitatedandnecessaryfeedbacks.(thepositivereinforcementorrewardencourageschildrenseffortsandfacilitatesthecorrectlearningwhilethenegativefeedbackdiscourageschildre
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