Language-acquisition-語(yǔ)言獲得與習(xí)得課件

LanguageAcquisition

LanguageAcquisition語(yǔ)言語(yǔ)言觀察語(yǔ)言研究語(yǔ)言學(xué)理論語(yǔ)言學(xué)應(yīng)用語(yǔ)言學(xué)結(jié)構(gòu)語(yǔ)言學(xué)生成語(yǔ)言學(xué)功能語(yǔ)言學(xué)語(yǔ)音學(xué)詞匯學(xué)語(yǔ)義學(xué)語(yǔ)法學(xué)社會(huì)語(yǔ)言學(xué)文化語(yǔ)言學(xué)語(yǔ)言教學(xué)計(jì)算語(yǔ)言學(xué)病理語(yǔ)言學(xué)心理語(yǔ)言學(xué)交際語(yǔ)言學(xué)法律語(yǔ)言學(xué)地理語(yǔ)言學(xué)廣告語(yǔ)言學(xué)詞義學(xué)詞源學(xué)語(yǔ)匯學(xué)……句法學(xué)形態(tài)學(xué)詞法學(xué)……人類語(yǔ)言學(xué)語(yǔ)言風(fēng)格學(xué)社會(huì)語(yǔ)言學(xué)人名學(xué)地名學(xué)兒童語(yǔ)言學(xué)傳播語(yǔ)言學(xué)對(duì)外漢語(yǔ)教學(xué)語(yǔ)言學(xué)學(xué)科體系語(yǔ)言習(xí)得Overview語(yǔ)言語(yǔ)言觀察語(yǔ)言研究語(yǔ)言學(xué)理論語(yǔ)言學(xué)應(yīng)用語(yǔ)言學(xué)結(jié)構(gòu)語(yǔ)1.Introductionachild’sacquisitionofhismothertongueHowdoesthechildcomestounderstandandspeakthelanguageofhiscommunity?Howislanguagelearned?tobetterunderstandthenatureofhumanlanguagedevelopmentalprocess1.Introductionachild’sacquisIntheacquisitionofmothertongues,despiteofacertainindividualdifferences,allnormalchildren,broughtupwithappropriatemothertongueinputinappropriatelinguisticcontext,cansuccessfullyacquiretheirmothertonguesandthestagestheyexperienceinthemothertongueacquisitionaresimilar.Language-acquisition-語(yǔ)言獲得與習(xí)得課件

Languageacquisitionisprimarilytheacquisitionofthegrammaticalsystem.Noonecanstoreallthewordsandexpressionsinhismind.Achildusuallyconstructshisgrammaticalrulesbylisteningtothelinguisticinputthatsurroundshimandspeaksaccordingtohisownconstructedgrammar.Withouttheseproductiverules,alanguageuserwouldbeunabletoproduceandunderstoodanunlimitednumberofsentenceswhichhehasneverheardorusedbefore.Languageacquisitionispr

Languageacquisitionismainlytheacquisitionofgrammaticalrules.Thisdoesnotmeanthatitistheacquisitionofeachspecificrule.Whatachildhasacquiredisalimitednumberofhighlyabstractandgeneralprinciples,ignoringtheirregularcases.LanguageacquisitionismaEg:

Achildmayadd“-s”totheendofanountoformthepluralform,whetherthenounisregularorirregular.Therefore,themistakesthatachildmakesaresystematicandpredictable.Eg:2.TheoriesofChildLAAbehavioristviewimitationandhabitformationAninnatistviewlanguageacquisitiondevice-UGAninteractionistview

Interplaybetweenthehumancharacteristicsofthechildandtheenvironment2.TheoriesofChildLAAbehavi

Behavioristsview–theroutineaspects

Theinnatist–children’sacquiringcomplexsystem

Theinteractionist–howchildrenlearnandusethelanguageappropriatelyintheenvironment.Behavioristsview–therouti3.CognitiveDevelopmentinChildLanguageDevelopmentCognitivedevelopmentrelatestolanguageacquisitionintwoways:LanguagedevelopmentisdependentonboththeconceptschildrenformabouttheworldandwhattheyfeelstimulatedThecognitivefactorsdeterminehowthechildmakessenseofthelinguisticsystemhimself.3.CognitiveDevelopmentinCh4.LanguageEnvironmentandtheCPHTheroleoflanguageenvironment

Behavioristview–amajorroleinprovidingbothlanguagemodelstobeimitatedandthenecessaryfeedback

Theinnatistview–astimulusthattriggersandactivatedthepre-equippedLADtoprocessthematerialsprovidedbythelinguisticenvironment

Theinteractionistview–thequalityofthelanguagesamplesavailableinthelinguisticenvironment4.LanguageEnvironmentandthTheroleof

AgetheLAD,likeotherbiologicalfunctions,workssuccessfullyonlywhenitisstimulatedattherighttime-aspecificandlimitedtimeperiodforlanguageacquisition--CriticalPeriodHypothesis(EricLenneberg)TheroleofAge5.FeaturesinChildLanguageDevelopmentatagiventimeoflife(1.5~4yrs)inanappropriatelinguisticenvironmentbiologicallyprogrammed--allhumanbeingsareequallypossessedchildrenfollowasimilaracquisitionscheduleacrossculturestheroleofinput,interaction,instruction,correction,reinforcementandimitation5.FeaturesinChildLanguage

6.TheStagesinChildLanguageDevelopment

?prelinguisticstage(babbling)?theone-wordstage–holophrasticsentences--overextension?thetwo-wordstage–withclearsyntacticandsemanticrelations,butabsentofmarkers?themultiwordstage–telegraghicspeech–lackgrammaticalmorphemes,butfollowtheprinciplesofsentenceformation6.TheStagesinChildLanguaThedevelopmentofCLA:?phonology–bilabialsand3basicvowels([i:][u:][a:])?syntax–NP,VP,negative(Noeat.→Nowantsomefood.→Idon’twantanyfood.)?morphology–stems→inflectionalmorphemes(-ing→Pl.–s“overgeneralization”?vocabulary–first2years(50~100)–2?yrs(expandrapidly)–8yrs(17,600)?semantics–doesn’tlearnthemeaningofawordallatonce(overextension)daddy:[+ADULT]→[+ADULT][+MALE]→[+ADULT][+MALE][+PARENT]ThedevelopmentofCLA:7.IssuesinChildLanguageDevelopment7.IssuesinChildLanguageDeTheroleofinputandinteractionGeneticallyprogrammedcapacityforlanguageisnotasufficientconditionforlanguageacquisition.Successfullanguageacquisitionrequiresappropriatelinguisticcontextinwhichachildcaninteractwithotherslinguistically.Otherwise,languageacquisitioncanbeseverelyhampered.TheroleofinputandinteractCaretakerspeechisamodifiedspeechusuallyforcommunicationwithchildren.Childrenwithlittleornoexposuretocaretakerspeechdonotnecessarilyacquiretheirmothertonguesmoreslowlythanchildrenwithmuchexposuretocaretakerspeech.CaretakerspeechisamodifiedItmeanstheexposuretocaretakerspeechisnotanessentialconditionforlanguageacquisition.However,caretakerspeechcanhelpestablishtherelationbetweenlinguisticformsandtheirmeanings,facilitatethecomprehensionoflanguageandmaketheacquisitionofvocabularyandstructureseasier.Itmeanstheexposuretocaret

TheroleofinstructionLanguageacquisitionfornormalchildrenrequireslittleconsciousinstructionorclassroomteaching.Innaturalsettings,parentsrarelycorrectyoungchildren’sgrammaticalmistakesintheircommunication.Eveniftheydoso,theireffortsveryoftenseemtoachievelittleeffect.Forexample:TheroleofinstructionChild:Itakedacookie.Parent:Oh,youmeanyoutookacookie.Child:Yes,that'sright,Itakedit.Therefore,consciousinstructiontoanormalchildplaysaminorroleatbest,ifany.Child:Itakedacookie.TheroleofcorrectionandreinforcementBehaviouristsbelievethatachild'sverbalbehaviorwasconditionedthroughassociationbetweenastimulusandtheresponse.

Correctverbalbehaviourgetspositivelyreinforcedandincorrectverbalbehaviourgetscorrected.TheroleofcorrectionandreiInthisway,achildgraduallyformsthebehaviourofusingthelanguagecorrectly.Butmodernresearchhasshownthatcorrectionandreinforcementonlyplayaminorroleinthefirstlanguageacquisition,forexample:Inthisway,achildgradually

Child:Nobodydon'tlikeme.Mother:No,say"Nobodylikesme."Child:Nobodydon'tlikeme.

[Thistypeofexchangeisrepeatedeighttimes.]Mother:No,nowlistencarefully;say"Nobodylikesme."Child:Oh!Nobodydon'tLIKESme.Child:Nobodydon'tlGenerallyspeaking,correctionandreinforcementfromtheparentsoccurinchildren’spronunciationandreportingoftruthfulnessofutterances.Generallyspeaking,correctionTheroleofimitationImitationonlyplaysaminorroleinthefirstlanguageacquisition.Childrenactivelydiscoverandconstructtheirpersonallinguisticrulesfromthelinguisticinputtheyhavereceived.TheroleofimitationIfchildren’sfirstlanguageacquisitioninvolvedthepassiveimitationonthepartofchildren,thenmanylinguisticmistakeschildrenhavemadewouldnotbesatisfactorilyexplainedbecausethemistakestheymakearenotusuallyheardintheadultspeechforms.Ifchildren’sfirstlanguageaForexample,childrenareoftenheardtosaymyfootsinsteadofmyfeet,goedinsteadofwentandmakedinsteadofmade.Forexample,childrenareofteInaddition,childrenwhocannotspeakbecauseofsomeotherneurologicalorphysiologicaldefectscanlearnalanguage.Childrendonotimitateblindly.Theymakeselectiveuseofimitation，forexample,inlearningvocabulary.Imitationdoesnotplayakeyroleinthefirstlanguageacquisition.Inaddition,childrenwhocan

LanguageAcquisition

LanguageAcquisition語(yǔ)言語(yǔ)言觀察語(yǔ)言研究語(yǔ)言學(xué)理論語(yǔ)言學(xué)應(yīng)用語(yǔ)言學(xué)結(jié)構(gòu)語(yǔ)言學(xué)生成語(yǔ)言學(xué)功能語(yǔ)言學(xué)語(yǔ)音學(xué)詞匯學(xué)語(yǔ)義學(xué)語(yǔ)法學(xué)社會(huì)語(yǔ)言學(xué)文化語(yǔ)言學(xué)語(yǔ)言教學(xué)計(jì)算語(yǔ)言學(xué)病理語(yǔ)言學(xué)心理語(yǔ)言學(xué)交際語(yǔ)言學(xué)法律語(yǔ)言學(xué)地理語(yǔ)言學(xué)廣告語(yǔ)言學(xué)詞義學(xué)詞源學(xué)語(yǔ)匯學(xué)……句法學(xué)形態(tài)學(xué)詞法學(xué)……人類語(yǔ)言學(xué)語(yǔ)言風(fēng)格學(xué)社會(huì)語(yǔ)言學(xué)人名學(xué)地名學(xué)兒童語(yǔ)言學(xué)傳播語(yǔ)言學(xué)對(duì)外漢語(yǔ)教學(xué)語(yǔ)言學(xué)學(xué)科體系語(yǔ)言習(xí)得Overview語(yǔ)言語(yǔ)言觀察語(yǔ)言研究語(yǔ)言學(xué)理論語(yǔ)言學(xué)應(yīng)用語(yǔ)言學(xué)結(jié)構(gòu)語(yǔ)1.Introductionachild’sacquisitionofhismothertongueHowdoesthechildcomestounderstandandspeakthelanguageofhiscommunity?Howislanguagelearned?tobetterunderstandthenatureofhumanlanguagedevelopmentalprocess1.Introductionachild’sacquisIntheacquisitionofmothertongues,despiteofacertainindividualdifferences,allnormalchildren,broughtupwithappropriatemothertongueinputinappropriatelinguisticcontext,cansuccessfullyacquiretheirmothertonguesandthestagestheyexperienceinthemothertongueacquisitionaresimilar.Language-acquisition-語(yǔ)言獲得與習(xí)得課件

Languageacquisitionisprimarilytheacquisitionofthegrammaticalsystem.Noonecanstoreallthewordsandexpressionsinhismind.Achildusuallyconstructshisgrammaticalrulesbylisteningtothelinguisticinputthatsurroundshimandspeaksaccordingtohisownconstructedgrammar.Withouttheseproductiverules,alanguageuserwouldbeunabletoproduceandunderstoodanunlimitednumberofsentenceswhichhehasneverheardorusedbefore.Languageacquisitionispr

Languageacquisitionismainlytheacquisitionofgrammaticalrules.Thisdoesnotmeanthatitistheacquisitionofeachspecificrule.Whatachildhasacquiredisalimitednumberofhighlyabstractandgeneralprinciples,ignoringtheirregularcases.LanguageacquisitionismaEg:

Achildmayadd“-s”totheendofanountoformthepluralform,whetherthenounisregularorirregular.Therefore,themistakesthatachildmakesaresystematicandpredictable.Eg:2.TheoriesofChildLAAbehavioristviewimitationandhabitformationAninnatistviewlanguageacquisitiondevice-UGAninteractionistview

Interplaybetweenthehumancharacteristicsofthechildandtheenvironment2.TheoriesofChildLAAbehavi

Behavioristsview–theroutineaspects

Theinnatist–children’sacquiringcomplexsystem

Theinteractionist–howchildrenlearnandusethelanguageappropriatelyintheenvironment.Behavioristsview–therouti3.CognitiveDevelopmentinChildLanguageDevelopmentCognitivedevelopmentrelatestolanguageacquisitionintwoways:LanguagedevelopmentisdependentonboththeconceptschildrenformabouttheworldandwhattheyfeelstimulatedThecognitivefactorsdeterminehowthechildmakessenseofthelinguisticsystemhimself.3.CognitiveDevelopmentinCh4.LanguageEnvironmentandtheCPHTheroleoflanguageenvironment

Behavioristview–amajorroleinprovidingbothlanguagemodelstobeimitatedandthenecessaryfeedback

Theinnatistview–astimulusthattriggersandactivatedthepre-equippedLADtoprocessthematerialsprovidedbythelinguisticenvironment

Theinteractionistview–thequalityofthelanguagesamplesavailableinthelinguisticenvironment4.LanguageEnvironmentandthTheroleof

AgetheLAD,likeotherbiologicalfunctions,workssuccessfullyonlywhenitisstimulatedattherighttime-aspecificandlimitedtimeperiodforlanguageacquisition--CriticalPeriodHypothesis(EricLenneberg)TheroleofAge5.FeaturesinChildLanguageDevelopmentatagiventimeoflife(1.5~4yrs)inanappropriatelinguisticenvironmentbiologicallyprogrammed--allhumanbeingsareequallypossessedchildrenfollowasimilaracquisitionscheduleacrossculturestheroleofinput,interaction,instruction,correction,reinforcementandimitation5.FeaturesinChildLanguage

6.TheStagesinChildLanguageDevelopment

?prelinguisticstage(babbling)?theone-wordstage–holophrasticsentences--overextension?thetwo-wordstage–withclearsyntacticandsemanticrelations,butabsentofmarkers?themultiwordstage–telegraghicspeech–lackgrammaticalmorphemes,butfollowtheprinciplesofsentenceformation6.TheStagesinChildLanguaThedevelopmentofCLA:?phonology–bilabialsand3basicvowels([i:][u:][a:])?syntax–NP,VP,negative(Noeat.→Nowantsomefood.→Idon’twantanyfood.)?morphology–stems→inflectionalmorphemes(-ing→Pl.–s“overgeneralization”?vocabulary–first2years(50~100)–2?yrs(expandrapidly)–8yrs(17,600)?semantics–doesn’tlearnthemeaningofawordallatonce(overextension)daddy:[+ADULT]→[+ADULT][+MALE]→[+ADULT][+MALE][+PARENT]ThedevelopmentofCLA:7.IssuesinChildLanguageDevelopment7.IssuesinChildLanguageDeTheroleofinputandinteractionGeneticallyprogrammedcapacityforlanguageisnotasufficientconditionforlanguageacquisition.Successfullanguageacquisitionrequiresappropriatelinguisticcontextinwhichachildcaninteractwithotherslinguistically.Otherwise,languageacquisitioncanbeseverelyhampered.TheroleofinputandinteractCaretakerspeechisamodifiedspeechusuallyforcommunicationwithchildren.Childrenwithlittleornoexposuretocaretakerspeechdonotnecessarilyacquiretheirmothertonguesmoreslowlythanchildrenwithmuchexposuretocaretakerspeech.CaretakerspeechisamodifiedItmeanstheexposuretocaretakerspeechisnotanessentialconditionforlanguageacquisition.However,caretakerspeechcanhelpestablishtherelationbetweenlinguisticformsandtheirmeanings,facilitatethecomprehensionoflanguageandmaketheacquisitionofvocabularyandstructureseasier.Itmeanstheexposuretocaret

TheroleofinstructionLanguageacquisitionfornormalchildrenrequireslittleconsciousinstructionorclassroomteaching.Innaturalsettings,parentsrarelycorrectyoungchildren’sgrammaticalmistakesintheircommunication.Eveniftheydoso,theireffortsveryoftenseemtoachievelittleeffect.Forexample:TheroleofinstructionChild:Itakedacookie.Parent:Oh,youmeanyoutookacookie.Child:Yes,that'sright,Itakedit.Therefore,consciousinstructiontoanormalchildplaysaminorroleatbest,ifany.Child:Itakedacookie.TheroleofcorrectionandreinforcementBehaviouristsbelievethatachild'sverbalbehaviorwasconditionedthroughassociationbetweenastimulusandtheresponse.

Correctverbalbehaviourgetspositivelyreinforcedandincorrectverbalbehaviourgetscorrected.TheroleofcorrectionandreiInthisway,achildgradual