喬姆斯基認(rèn)為小孩生來就有能力知識學(xué)習(xí)任何人類語言學(xué)習(xí)發(fā)送

1、喬姆斯基認(rèn)為少兒生來就有能力知識學(xué)習(xí)任何人類語言學(xué)習(xí)發(fā)送喬姆斯基認(rèn)為少兒生來就有能力知識學(xué)習(xí)任何人類語言學(xué)習(xí)發(fā)送14/14喬姆斯基認(rèn)為少兒生來就有能力知識學(xué)習(xí)任何人類語言學(xué)習(xí)發(fā)送_喬姆斯基認(rèn)為少兒生來就有能力學(xué)習(xí)任何人類語言之一張鐵城發(fā)送2016、1、簡介下面都是英語，沒有譯文。多數(shù)網(wǎng)友能夠看懂那些孩子和大人的對話。至于，一開始看到的相關(guān)理論簡介中，確實有一些生詞。但是，70%左右應(yīng)該是一級詞匯，不信你就像我那樣，試著做詞匯級別統(tǒng)計，看看如何。喬姆斯基簡介諾姆?喬姆斯基博士（AvramNoamChomsky，1928年12月7日）或譯作“荷姆斯基”，臺灣常譯作“杭士基”，美國哲學(xué)家、語言學(xué)家、

2、認(rèn)知學(xué)家、邏輯學(xué)家、政治談?wù)摷?。喬姆斯基是麻省理工學(xué)院語言學(xué)的榮譽退休教授，他的生成語法被認(rèn)為是20世紀(jì)理論語言學(xué)研究上的重要貢獻(xiàn)。他對伯爾赫斯弗雷德里克斯金納所著口語行為的談?wù)?，也有助于發(fā)動心理學(xué)的認(rèn)知革命，挑戰(zhàn)1950年代研究人類行為和語言方式中占主導(dǎo)地位的行為主義。他所采用以自然為本來研究語言的方法也大大地影響了語言和心智的哲學(xué)研究。他的另一大成就是建立了喬姆斯基層級：依照“文法生成力”不同樣而對形式語言做的分類。正是在此時期，喬姆斯基開始更加公開地參加政治。隨著他1967年在紐約書評上公布的一篇題為知識分子的責(zé)任的文章，喬姆斯基成為越南戰(zhàn)爭的主要反對者之一。從那時起，喬姆斯基便因他的政

3、治立場而出名，對世界各地的政局公布談?wù)?，并撰寫了大量著作。他對美外國交政策及美國?quán)益合法性的責(zé)怪影響深遠(yuǎn)，并所以成為富饒爭議的人物。他有左派的忠誠追隨者，但也碰到右派及自由派越來越多的責(zé)怪，特別是針對他對911事件的反應(yīng)。對美外國交政策的責(zé)怪給喬姆斯基帶來了人身威脅。他的名字被列在特奧多卡克辛斯基（odoreKaczynski，郵箱炸彈殺手）的預(yù)命名單上。在卡氏被捕以前，喬姆斯基讓人檢查收The到的郵件以防炸彈。他自稱也經(jīng)常被警察保護，特別是在麻省理工校園的時候，誠然他自己原則上不同樣意這種保護。盡管對美國百般責(zé)怪，喬姆斯基還是生活在美國。他的講解是：美國依舊是世界上最偉大的國家。此后他又闡發(fā)

4、為：國與國之間的綜合比較沒有什么意義，我也不會這么比較。但是美國有些成就，特別是在言論自由方面幾個世紀(jì)來爭得的當(dāng)先地位，是值得敬慕的?！盋homskybelieveschildrenarebornwithanabilitytolearnanyhumanlanguage._iloveenglishlanguage4.1childlanguageacquisitiontheorychomsky,crystal,Aitchison&piagetChomskyNoamChomskybelievesthatchildrenarebornwithaninheritedabilitytolearnanyhu

5、manlanguage.Heclaimsthatcertainlinguisticstructureswhichchildrenusesoaccuratelymustbealreadyimprintedonthechildsmind.ChomskybelievesthateverychildhasalanguageacquisitiondeviceorLADwhichencodesthemajorprinciplesofalanguageanditsgrammaticalstructuresintothechildsbrain.Childrenhavethenonlytolearnnewvoc

6、abularyandapplythesyntacticstructuresfromtheLADtoformsentences.Chomskypointsoutthatachildcouldnotpossiblylearnalanguagethroughimitationalonebecausethelanguagespokenaroundthemishighlyirregularadultsspeechisoftenbrokenupandevensometimesungrammatical.Chomskystheoryappliestoalllanguagesastheyallcontainn

7、ouns,verbs,consonantsandvowelsandchildrenappeartobehard-wiredtoacquirethegrammar.Everylanguageisextremelycomplex,oftenwithsubtledistinctionswhichevennativespeakersareunawareof.However,allchildren,regardlessoftheirintellectualability,becomefluentintheirnativelanguagewithinfiveorsixyears.Evidencetosup

8、portChomskystheoryChildrenlearningtospeaknevermakegrammaticalerrorssuchasgettingtheirsubjects,verbsandobjectsinthewrongorder.Ifanadultdeliberatelysaidagrammaticallyincorrectsentence,thechildwouldnotice.?Childrenoftensaythingsthatareungrammaticalsuchasmamaball,whichtheycannothavelearntpassively.?Mist

9、akessuchasIdrawedinsteadofIdrewshowtheyarenotlearningthroughimitationalone.?Chomskyusedthesentencecolourlessgreenideassleepfuriously,whichisgrammaticalalthoughitdoesntmakesense,toprovehistheory:hesaiditshowsthatsentencescanbegrammaticalwithouthavinganymeaning,thatwecantellthedifferencebetweenagramma

10、ticalandanungrammaticalsentencewithouteverhavingheardthesentencebefore,_andthatwecanproduceandunderstandbrandnewsentencesthatnoonehaseversaidbefore.EvidenceagainstChomskystheory?CriticsofChomskystheorysaythatalthoughitisclearthatchildrendontlearnlanguagethroughimitationalone,thisdoesnotprovethatthey

11、musthaveanLADlanguagelearningcouldmerelybethroughgenerallearningandunderstandingabilitiesandinteractionswithotherpeople.DialogueParentandChild(3yearsold)Parent:Whatdidyoudotoday?Child:Medrawedacat.(appliesedsuffixrulebutgetswrong)Parent:Youdrewacat?Child:Yeah.(understandscorrection)Parent:Whodidyoup

12、laywithatbreaktime?Child:MeplayedwithSarahandHelen.(wrongpronounnotlearntpassively)Parent:Thatsoundfun.Nowwhatdoyouwantfortea?Child:Dunno.Whatyouhaving?Parent:DaddyandIarehavingfish.Child:Youhavingfishes?(incorrectuseofpluralnounbutshowschildapplyingrules)Parent:Yes.Illdoyousomefishfingersandifyoure

13、agoodgirlandeatthemallyoucanhaveasweetie.(applyingpluralnounrule)Child:Mewanttwosweeties._Parent:Alrightthen.NowgoandwatchPostmanPatwhileIstartthetea.Child:WhenDaddycominghome?(getsSVOordercorrectallthetime)Parent:Hellbeheresoon.DavidCrystalDavidCrystalsTheoryOnChildLanguageAcquisitionProfessorCryst

14、alisbestknownforhistwoencyclopaediasTheCambridgeEncyclopaediaofLanguageandTheCambridgeEncyclopaediaoftheEnglishLanguage.Sowhatdoesthishavetodowithchildlanguageacquisition?DavidCrystalhasthetheorythatchildrenlearnlanguageinfivestages,whicharentclearlydefinedandsometieinwitheachother.Thesestagesare:St

15、ageOne:Thisiswherechildrensaythingsforthreepurposes:Togetsomethingtheywant2.TogetsomeonesattentionTodrawattentiontosomethingThentheybegintomakebasicstatementssuchas“daddycar”Duringthisstagechildrenbeginnamingthingswithsinglewordsandthenmoveontorelatingobjectswithotherthings,placesandpeople,forexampl

16、e,“theremummy”.Theyalsorelateobjectswithevents,forexample,“birdgone”.Atthisearlystagetheydonthavemuchvocabularysotheyuseintonationtoaskaquestion.Childrenusewordslike:“there,wantandallgone”toexpressafullsentence.Thiscouldbesaidthatpartofthisstageisholophrastic.StageTwo:Thisiswhenchildrenusuallyaskque

17、stions,“where”questionscomefirst.Theirquestionsoftenbeginwithinterrogativepronouns(what,where)followedbyanounorverbsuchas“wheregone?”Childrenbecomeconcernedwithnamingandclassifyingthingsbyfrequentlyasking“Wassat?”Theymayalsobegintotalkaboutthecharacteristicsofthings_forexample:big/small.Childrenaret

18、aughttolearnthingsinoppositepairssuchasup/downandhot/cold.StageThree:Bynowchildrenwouldbeaskinglotsofdifferentquestionsbutoftensignallingthattheyarequestionswithintonationalone,forexample:“Sallyplayingardenmummy?”Thisismadeintoaquestionbyvaryingthetoneofvoice.Childrensoonbegintoexpressmorecomplexwan

19、tsbyusingmoregrammaticallycorrectlanguage,forexample:“Iwantmummytotakeitwork”meaning“Iwantmummytotakeittowork”Verbssuchas“l(fā)isten”and“know”arealsoused.Childrenrefertoeventsinthepastandlessofteninthefuture.Theyusuallytalkaboutcontinuingactionforexamples:“shestillinbed”andaskaboutthestateofactions(whet

20、hersomethingisfinishedornot)Thebasicsentencestructurehasexpandedsuchas:subject+verb+object+adverboranyotherelementusedSentenceslike:“Youdryhands”and“Amandigdownthere”begintoappearandauxiliaryverbsareusedinsentencessuchas“Iamgoing”andphraseslike“onthetable”preposition+article+nounStageFour:Thisiswhen

21、childrenuseincreasinglycomplexsentencestructuresandbeginto:Explainthings?Askforexplanationsusingtheword:?Makingawiderangeofrequests:“why?”“shallIdoit?”Nowtheyareabletousecomplexsentencestructurestheyhaveflexiblelanguagetoolsforexpressingawiderangeofmeanings.Probablythemostremarkabledevelopmentisthei

22、rcomprehensionoflanguageanduseofabstractverbsforexample“know”toexpressmentaloperations.Theybegintocommunicatemeaningindirectlybyreplacingimperativessuchas“giveme”withquestions;“canIhave?”Aswellassayingwhattheymeantheynowhavepragmaticunderstandingandsuittheirutterancestocontextorsituation.Childrenals

23、ousenegation(denial/contradiction)forexample:“hedoesntwantone!”Theydontrelyonintonationandsignalsanymoreastheyexplainmorefully._Theyarenowabletouseauxiliaryverbsandmayduplicatemodalverbs“please,canI,mayI”Thiscouldbeshowingthat“may”isrequiredforcourtesywhilst“can”indicatesbeingabletodosomething.AndFi

24、nallyStageFive:Bythisstagechildrenregularlyuselanguagetodoallthethingsthattheyneeditfor.Theygiveinformation,askingandansweringquestions,requestingdirectlyandindirectly,suggesting,offering,statingandexpressing.Childrenarenowabletotalkaboutthingshypotheticallyandconditionallyforexample“IfIwereyou,Iwou

25、ld”Theyarenowabletoexplainconditionsrequiredforsomethingtohappen;“Youvegotturnthetaponfirstinordertowashyourhands”Aswellasmakinggeneralreferencestopastandfuture,childrennowtalkaboutparticulartimessuchas:“aftertea”and“beforebedtime”Bythisstagechildrenareverycomfortablewithallquestionsbeginningwithwor

26、dslike:“What?”and“When?”wherethesubjectandverbarereversedsuchas“whatdoesthatmean?”喬姆斯基認(rèn)為少兒生來就有能力學(xué)習(xí)任何人類語言之二張鐵城發(fā)送2016、1、ScriptsStage1:Child:Allgone!Mother:Yes,themilkisallgone.Child:Mummy,here.Mother:Mummyshere.Child:Wantmore!Mother:Thatsenoughmilknow.Child:No,more.Mother:Lookatdolly,shessleeping.Chil

27、d:Dolly,there?Mother:Yes,dollyisinthebed.Child:Dollybye-bye.Stage2:Child:WheresDaddy?_Mother:Outside,look?Child:Outsidehot.Mother:Yesitssunny.Child:Wassat?Mother:Itsabook.Child:Bigbook.Mother:Goodgirl.Stage3:Child:Daddyissleeping?Mother:UhuhDaddyssleepingonthecouchisnChild:Himwakeup!Mother:Nobecause

28、heissleeping.ThatwouldnChild:IwantDaddy.Stage4:the?tbeverynicewouldit?Mother:Whatwouldyoulikeforlunch?Sandwiches?Pasta?Child:Please,may,canIhaveham?Mother:Onsandwiches?Child:*nods*Mother:Whatsthemagicword?Child:Please!Mother:Doyouwantacupoforangejuice?Child:*shakeshead*Notthatone.CanIhaveapplejuice?

29、Stage5:Mother:Didyouhaveagooddayatschooltoday?Child:Yeah,IplayedaeroplaneswithJake.IwanttobeanaeroplanedriverwhenImolder.Mother:Apilot?Child:Yeahandflytothemoon.Mother:Nothatsanastronaut.Doyouwanttobeapilotorandastronaut?Child:Iwouldliketobeanastra-,astra-Mother:-naut.ScriptsStage1:_Child:Allgone!Ho

30、lophrasetoexpressafullsentence.Theyareoperatorswhenmanipulatinglanguagethisway.Mother:Yes,themilkisallgone.Child:Mummy,here.Onlyastatementastheydonthavemuchvocaborlanguageformsthattheycancontrol.Mother:Mummyshere.Child:Wantmore!Mother:Thatsenoughmilknow.Child:No,more.Directimperative.Mother:Lookatdo

31、lly,shessleeping.Child:Dolly,there?Intonationtoaskquestion.Mother:Yes,dollyisinthebed.Child:Dollybye-bye.Stage2:Contraction=passivelyChild:WheresDaddy?Begintoaskquestionsusuallybeginningwithwhereinterrogativepronoun.Mother:Outside,look?Child:Outsidehot.Abletodescribecharacteristics.Mother:Yesitssunn

32、y.Child:Wassat?Holophrase.Mother:Itsabook.Child:Bigbook.Abletodescribeconcretenounswithdescriptiveadjectives.Mother:Goodgirl.Stage3:Child:Daddyissleeping?Intonation=passively.sleeping-abletouseandunderstandcontinuousaction.Mother:UhuhDaddyssleepingonthecouchisnthe?Parentese.Child:Himwakeup!Morecompl

33、excommandbutwordsmixedup.Mother:Nobecauseheissleeping.Thatwouldntbeverynicewouldit?Child:IwantDaddy.Complexwantstructuredcorrectly=Subject+Verb+Object.Stage4:Motherusesmorecomplexsentencesaschildcanunderstandthem.Mother:Whatwouldyoulikeforlunch?Sandwiches?Pasta?Prompting._Child:Please,may,canIhaveha

34、m?Duplicatemodalverbs.Indirectasreplacesimperativewithquestionaslearningmanners/rulesofgeneralconversation.Mother:Onsandwiches?Child:*nods*Mother:Whatsthemagicword?Pragmatic.Child:Please!Mother:Doyouwantacupoforangejuice?Child:*shakeshead*Notthatone.CanIhaveapplejuice?Abletousegestures/signals.Negat

35、ion.Stage5:Mother:Didyouhaveagooddayatschooltoday?Abletogiveinformationabouthis/herday.Knowstimephraseforfuture.Child:Yeah,IplayedaeroplaneswithJake.IwanttobeanaeroplanedriverwhenImolder.Mother:Apilot?Child:Yeahandflytothemoon.Expressingexactlyandhasknowledgei.e.actuallyknowsaboutthemoon.Mother:Noth

36、atsanastronaut.Doyouwanttobeapilotorandastronaut?Child:Iwouldliketobeanastra-,astra-Abletouseconditionaltense.Tryingtopronounceasitisadifficultword.Mother:-naut.DevelopmentofGrammarThelearningofgrammarisanunnoticeableprocessandithappensveryquickly.Overthreeorfouryears,childrenmasterthegrammarofthela

37、nguage.Whentheyattendtheirfirstschool,theygivetheimpressionofhavingassimilatedatleast3/4ofallgrammarthereistolearn.StagesofGrammaticalGrowth:Theearlieststageishardlylikegrammaratall,asitconsistsofutterancesofonlyonewordlong,forexampledadaorhi.Approximately60%ofthesewordshaveanamingfunctionand20%expr

38、essandaction.Mostchildrenofaround12-18monthsgothroughthisstage,knownasthe_holophrasticstageastheyputtheequivalentofawholesentenceintoasingleword.Thisnextstageismorelikerealgrammarfrom18monthsto2years.Itisknownasthetwo-wordstageasthechildrenput2wordstogethertomakeonesentencestructure.Forexample,catju

39、mpwhichissubject+verb,orshutdoorwhichisverb+object.BytheendofthisstageweareleftwiththeimpressionthatchildrenhavelearnedseveralbasiclessonsaboutEnglishwordorder.Thisnextstageisfillingsimplesentencepatternsbyaddingextraelementsofclausestructureandmakingtheelementsmorecomplex.3elementsforexampleDaddygo

40、tcarandthen4elementsyougobednow,showthisprogress.OrthechildrenstarttoaskquestionslikewhereDaddyputcar?.Thistakesupmuchofthethirdyearandisknownasthetelegraphicstageassimplewordslikedeterminerse.g.the,areleftoutbutthesentenceisstillunderstood.At3years,sentencesbecomemuchlongerasthechildrenstringclause

41、stogethertoexpressmorecomplexthoughtsandtotellsimplestories.Childrenatthisstagecommonlyuseandorotherlinkingwordssuchasbecause,so,thenetc.At4years,thechildrenaresortingouttheirgrammar.Forexamplemostchildrenattheageof3?mightsayhimgivedthecheesetothemouses.Howeverat4?yearstheywouldsayhegavethecheesetot

42、hemice.Thisexplainsthattheyhavelearnttheformsoftheirregularnounmiceandtheverbgave,andthepronounhe.After4?years,therearestillfeaturesofgrammartobeusedsuchassentence-connectingfeatures.Thisprocesswillcontinueuntilearlyteenswhenthelearningofgrammarbecomesmoreindistinguishable.ActivewithPassiveCrystalca

43、rriedoutanexperimenttestingwhetherchildrenatcertainagesusedactiveorpassivesentences.Hisstudyshowsthatataround3yearsold,noneofthechildrenproducedapassivesentence.Howeverashetestedolderchildrentheywerebeginningtousemorepassivesentences.At7years,theabilitytousepassivesdramaticallyincreased.FoundationYe

44、ar_Crystalbelievesthatlanguageacquisitionisnotjustaboutproducingsounds,butalsoaboutbeingabletoperceivesoundsandunderstandthemeaningofutterancesthatpeoplemake.Hesaysthatbabiesrespondtodifferenttypesofsoundsbybeingabletodistinguishbetweendifferentvoices.Beforethebabiesare1dayoldtheycantellwhichistheir

45、mothersvoicetosomeoneelsesvoice.Aswellascontrastsinintonationandrhythm.Thebabiesalsoshowsignsofcomprehensionbetween2and4months.Theydothisbyrespondingtodifferentadulttonesofvoicesuchasangryorsoothing.Between6and9months,thechildlearnstorecognisedifferentutterancesinsituationsforexampleclaphandsorsayby

46、e-bye.Towardstheendofthefirstyears,thechildrenshowasignofverballearningwhetheritisnamesofpeopleorobjects.Thereforeknowingthemeaningofatleast20wordsbytheendofthefirstyearbeforeevenutteringaword.OverallCrystalstheorywasthatchildrenlearninamorphousstagesbytrialanderrortosuccessfullylearnthelanguage.The

47、ylearninstagesofgrammar,onationandrecognisingtherhythmsofvoices.JeanAitchisonJeanAitchisonisaRupertMurdochProfessorofEnglishLanguageandLiteraturetheFacultyofLanguageandCommunicationattheUniversityofOxford.inIdeathat“l(fā)anguagehasabiologicallyorganizedschedule”.Childreneverywherefollowasimilarpattern.I

48、ntheirfirstfewweeks,babiesmostlycry.AsRonaldKnoxoncesaid:Aloudnoiseatoneend,andnosenseofresponsibilityattheother.Cryingexercisesthelungsandvocalcords.Butcryingmayoncehavehadafurtherevolutionarypurpose.Yellingbabiesmayhaveremindedparentsthattheiroffspringexist:deafringdovesforgetabouttheirexistingbro

49、od,andgooffandstartanother._In1987,sheidentifiedthreestagesthatoccurduringachildsacquisitionofvocabulary:labeling,packagingandnetworkbuilding.1.LabelingThefirststageandinvolvesmakingthelinkbetweenthesoundsofparticularwordsandtheobjectstowhichtheyrefere.g.understandingthat“mummy”referstothechildsmoth

50、er.Inotherwords,associatinganamewithsomething.2.PackagingThisentailsunderstandingawordsrangeofmeaning.ThisiswhenOverextensionandUnderextensionbecomeahurdleinthedevelopmentofthelanguage.3.NetworkBuildingThisinvolvesgraspingtheconnectionsbetweenwords;understandingthatsomewordsareoppositeinmeaning.Aitc

51、hisonarguedthattherearenoEXACTdatestowhichachildreachesacertainstageoflearninglanguagesomechildrenlearnfasterthanothers.Shebelievedthatthespeedoflearningisinfluencedbybothinnateabilitiesandenvironment.Languageispartlylearnedbyimitation,soparentsandbrothers/sistersplayaroleintheaccelerationoflearning

52、thelanguage.Babytalkwhilstlearningtospeakcouldhinderthechildinlearningtospeaklateron.Speechtimetablecreatedfrombirthtotenyearsold.Dialogues:1.)AccordingtoAitchesonsTimetableofSpeech,childrengrasptheuseofsinglewordsatmonth12.M:Mmm!isntthatnice?C:More.Okay!Herecomestheaeroplane!Yeh.2.)Bytheageof2,theunderstandingofwordendingsbeginstoappear.However,itsabitcomplicatedattimesforthechildtoalwaysgetitright,assomepasttenseverbsrequirenoendinganditisplacedbythechildanyway.Thisisanexampleofthemlearningactively.D:AreyougoingtotellMummywhatyoudid