Language-acquisition-语言获得与习得课件

LanguageAcquisition

LanguageAcquisition语言语言观察语言研究语言学理论语言学应用语言学结构语言学生成语言学功能语言学语音学词汇学语义学语法学社会语言学文化语言学语言教学计算语言学病理语言学心理语言学交际语言学法律语言学地理语言学广告语言学词义学词源学语汇学……句法学形态学词法学……人类语言学语言风格学社会语言学人名学地名学儿童语言学传播语言学对外汉语教学语言学学科体系语言习得Overview语言语言观察语言研究语言学理论语言学应用语言学结构语1.Introductionachild’sacquisitionofhismothertongueHowdoesthechildcomestounderstandandspeakthelanguageofhiscommunity?Howislanguagelearned?tobetterunderstandthenatureofhumanlanguagedevelopmentalprocess1.Introductionachild’sacquisIntheacquisitionofmothertongues,despiteofacertainindividualdifferences,allnormalchildren,broughtupwithappropriatemothertongueinputinappropriatelinguisticcontext,cansuccessfullyacquiretheirmothertonguesandthestagestheyexperienceinthemothertongueacquisitionaresimilar.Language-acquisition-语言获得与习得课件

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)–2½yrs(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语言语言观察语言研究语言学理论语言学应用语言学结构语言学生成语言学功能语言学语音学词汇学语义学语法学社会语言学文化语言学语言教学计算语言学病理语言学心理语言学交际语言学法律语言学地理语言学广告语言学词义学词源学语汇学……句法学形态学词法学……人类语言学语言风格学社会语言学人名学地名学儿童语言学传播语言学对外汉语教学语言学学科体系语言习得Overview语言语言观察语言研究语言学理论语言学应用语言学结构语1.Introductionachild’sacquisitionofhismothertongueHowdoesthechildcomestounderstandandspeakthelanguageofhiscommunity?Howislanguagelearned?tobetterunderstandthenatureofhumanlanguagedevelopmentalprocess1.Introductionachild’sacquisIntheacquisitionofmothertongues,despiteofacertainindividualdifferences,allnormalchildren,broughtupwithappropriatemothertongueinputinappropriatelinguisticcontext,cansuccessfullyacquiretheirmothertonguesandthestagestheyexperienceinthemothertongueacquisitionaresimilar.Language-acquisition-语言获得与习得课件

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)–2½yrs(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