大学思辨英语教程-精读1课件Unit-4-Language-Learning

Unit4

LanguageLearning

TextAHowDoWeAcquireLanguage?

DonnaJoNapoliLearning

ObjectivesReadingSkills

CriticalThinkingCommunicativeCommunicativeCompetenceInterculturalCompetenceReadingSkillsCommunicativeCompetence

SummarizethemainideaofeachparagraphIdentifytopicsentencesandkeywordsIdentifysupportingdetailsLearning

ObjectivesIllustrateyourpointswithappropriateexamplesUsetopicsentencesandsupportingsentencestoorganizeyourpresentation/essayUseeuphemismsforpossiblyimpoliteexpressionsCriticalThinkingInterculturalCompetenceLearning

ObjectivesUsedifferentexamplestosupportdifferentaspectsofanideaUseobservationandliteraturetocollectfirst-handandsecond-handevidenceCritiquea“popular”folktheorywithexemplificationandreasoningBeawareofthedifferencesandsimilaritiesbetweenEnglishandChineseeuphemismsComparetheChineselanguageandtheEnglishlanguageintermsofL1andL2learningUnderstandtheeffectsofculturaldifferencesoncommunicationandlanguagelearningLeadinDowelearnalanguageinthesamewaythatwelearntoswimordrive?Dochildrenpickuptheirmothertongueinthesamewaythatadultslearnaforeignlanguage?Howmanyofyouhaveponderedoverquestionslikethese?BackgroundKnowledge1.AbouttheAuthorDonnaJoNapoliisbothalinguistandawriterofchildren’sfiction.ShereceivedherBAinmathematicsin1970andherPh.D.inRomanceLanguagesandLiteraturesin1973,bothfromHarvardUniversity,thendidapostdoctoralyearinLinguisticsatMIT.Shehasfivechildrenandeight

grandchildren.Shedreamsofmovingtothewoodsandbecominganaturalist.Shelovestogarden,

bakebread,dance,andmakepottery.Atvarioustimesherhouseandyardhavebeenfilledwithdogs,cats,birds,andrabbits.ForthirteenyearsshehadacatnamedTaxi,andlikedtogooutsideandcall,"Taxi!"tomaketheneighborswonder.LanguageMatters:AGuidetoEverydayQuestionsAboutLanguageQuestion1:___________________________________________Question2:___________________________________________Question3:___________________________________________Question4:___________________________________________Question5:___________________________________________Howdoweacquirelanguage?Fromonelanguagetothenext:Whyisithardtolearnasecondlanguage?Whyistranslationsodifficult?Doeslanguageequalthought?Aresignlanguagesreallanguages?Doanimalshavelanguage?BackgroundKnowledgeTextAisextractedfromthisbook.Scanthroughthebookbyvisitingitswebsiteandfindoutwhatthe12questionsare:Question6:___________________________________________Question7:___________________________________________Question8:___________________________________________Question9:___________________________________________Question10:___________________________________________Question11:___________________________________________Question12:___________________________________________Whydodialectsandcreolesdifferfromstandardlanguage?Domenandwomenspeakdifferently?Andwhocares?Englishspellingishard,anditmakeslearningtoreadhard.Shouldwedoanythingaboutit?ShouldtheUnitedStatesadoptEnglishasourofficiallanguageandoverhauloureducationalsystemaccordingly?Doesexposuretoanduseofoffensivelanguageharmchildren?Cancomputerslearnlanguage?Whosespeechisbetter?BackgroundKnowledgeItisoneofthemostinfluentialtheoriesinmodernlinguisticsandNoamChomsky,whoputsforwardthistheory,isoneofthebest-knowncontemporarylinguists.UniversalGrammarproposesthattheabilitytolearngrammarandlanguageishard-wiredintothebrain.Itissharedbyallhumanlanguages.Chomskyarguedthatthehumanbraincontainsalimitedsetofrulesfororganizinglanguage.BackgroundKnowledge3.UniversalGrammar(UG)Definition:SyntacticStructures,London:Mouton,1957.CurrentIssuesinLinguisticTheory,TheHague:Mouton,1964.AspectsoftheTheoryofSyntax,Cambridge:M.I.T.Press,1965.LanguageandMind,NewYork:Harcourt,Brace&World,1968.StudiesonSemanticsinGenerativeGrammar,TheHague:Mouton,1972.TheLogicalStructureofLinguisticTheory,NewYork:PlenumPress,1975.BackgroundKnowledgeKeypublicationsofChomsky:Tobecontinued7.LecturesonGovernmentandBinding:ThePisaLectures,Dordrecht,Holland:ForisPublications,1982.8.SomeConceptsandConsequencesoftheTheoryofGovernmentandBinding,Cambridge:M.I.T.Press,1982.9.LanguageandThought,Wakefield,RI:MoyerBell,1993.10.TheGenerativeEnterpriseRevisited:DiscussionswithRinyHuybregts,HenkvanRiemsdijk,NaokiFukui,andMihokoZushi,withanewforewordbyNoamChomsky,Berlin:MoutondeGruyter,2004.BackgroundKnowledgeContinuedAnonstandardformofspeechusedbyadultsintalkingtotoddlersandinfants(幼儿和婴儿).Itfeatureshighpitchandspecialvocabulary,e.g.doggyfordog(Para.10),daddyfordad(Para.10),kittyforcatandwawaforwater.AfeatureofbabytalkinChineseisreduplication(/rɪ,djuːplɪ‘keɪʃən/复制),e.g.喝水水and吃饭饭。4.Different“types”oflanguage(motherese/babytalk,pidginandcreole,andtwinlanguage)Motherese/babytalk(Paragraph7):BackgroundKnowledge"Pidgin"describesablendofseveraldifferentlanguagesspokenbyamulticulturalpopulationintoonemutuallyunderstoodlanguage.Acreolelanguageisalsoamixtureofmultiplelanguages,butinthiscase,thenewmixedlanguagebecomesthenativelanguageforthemajorityofitsspeakers.Vocabularyisextensivelyborrowedfromotherlanguages,butthegrammaroftensharesfewtraitswiththelanguagesthatcontributedvocabulary.Grammarandsyntaxareasfullydevelopedasanyotherlong-establishedtongue.Pidginandcreole(Paragraph16):BackgroundKnowledgeOneofthebest-knownpidginlanguagesisthepidginEnglishusedinShanghaiinlate19thandearly20thcenturies.Creolelanguagesareusuallywidelyusedinpre-coloniesintheformofthemixtureofaEuropeanlanguageandthelocallanguageofthecolonies,e.g.:/wiki/English-based_creole_languages/wiki/Dutch-based_creole_languages

/wiki/Spanish-based_creole_languages

/wiki/Portuguese-based_creole_languages

/wiki/French-based_creole_languages

BackgroundKnowledgecontinuedTwinlanguageortwinspeechisoftenreferredtoasautonomouslanguage,cryptophasia,oridioglossia.Theyarealltypesofcommunicationsystems,mostcommonlyoccurringintwins.Basically,thisphenomenondescribesthewaytwoormoreclosesiblingsusewordsand/orgesturesthatarelargelyunrecognizableorevencompletelyunintelligibletoothers.ThisphenomenonshowsthatchildrencandeveloptheirowncommunicationsystembasedonUG.BackgroundKnowledgecrypto/ˈkrɪptəʊ/秘密赞同者cryptophasian.双子语；双人密语idioglossia/,idiə'ɡlɔsiə/n.自语症；自我语法Twinlanguage(Paragraph17):5.Compare:a.Firstlanguage(L1)andsecondlanguage(L2)b.L2andforeignlanguage(FL)c.LanguagelearningandlanguageacquisitionBackgroundKnowledgeInpedagogyandsociolinguistics,adistinctionismadebetweensecondlanguageandforeignlanguage,thelatterbeinglearnedforuseinanareawherethatlanguageisnotgenerallyspoken.Arguably,EnglishincountriessuchasIndia,Pakistan,Bangladesh(/ˌbæŋɡləˈdeʃ/),thePhilippines,theScandinaviancountriesandtheNetherlandscanbeconsideredasecondlanguageformanyofitsspeakers,becausetheylearnityounganduseitregularly;indeedinsouthernAsiaitistheofficiallanguageofthecourts,governmentandbusiness.InChina(withtheexceptionperhapsofHongKong),however,EnglishisaforeignlanguageduetothelackofanumberofcharacteristicsofL2,suchashistoricallinks,media,opportunitiesforuse,andsimilarvocabulary.BackgroundKnowledgeL2vs.FL:Thereisanimportantdistinctionmadebylinguistsbetweenlanguageacquisitionandlanguagelearning.Childrenacquirelanguagethroughasubconsciousprocessduringwhichtheyareunawareofgrammaticalrules.Theygetafeelforwhatisandwhatisn’tcorrect.Inordertoacquirelanguage,thelearnerneedsasourceofnaturalcommunication.Theemphasisisonthetextofthecommunicationandnotontheform.BackgroundKnowledgeLanguageacquisitionvs.languagelearning:Languagelearning,ontheotherhand,istheresultofdirectinstructionintherulesoflanguage.Inlanguagelearning,studentshaveconsciousknowledgeofthenewlanguageandcantalkaboutthatknowledge.Theycanfillintheblanksonagrammarpage.Researchhasshown,however,thatknowinggrammarrulesdoesnotnecessarilyresultingoodspeakingorwriting.AstudentwhohasmemorizedtherulesofthelanguagemaybeabletosucceedonastandardizedtestofEnglishlanguagebutmaynotbeabletospeakorwritecorrectly.continuedBackgroundKnowledge

TextStructureTextAnalysisDetailedAnalysisEvaluationandexplorationTextStructurePartPara(s)MainideaIIntroduction1IIStages2-Children’slanguageacquisitiontakesplaceinstages.IIIPatternsversusIndividualDevelopmentIVUniversalGrammar-17VConclusion18Wearebornwiththeabilitytoacquirelanguage.10Therearegeneralizationsinchildren’slanguageacquisition,butnoteveryindividualchild’slanguageacquisitionfollowsthesamepattern.

11-12ManyexamplesshowthatChildrenacquirelanguagebyusingprinciplesofnaturallanguageinUniversalGrammar.

13

Howweacquirelanguageisadifficultquestionbutweshouldknowsomethingaboutit.TheThesis:Childlanguageacquisitionisanaturalprocessdeterminedbyhumanbiologicalandphysiologicalmake-up.TextAnalysisDetailedAnalysisEvaluationandexplorationTextStructureWhatisthefunctionofparagraph1?Theauthorposesthequestionhowdowelearntospeakandunderstandlanguage.Theanswertothisquestionisnoteasyeventhoughwe’vewelldoneit.So,shestatesthatitisnecessaryforustoknowtheprocessoflanguageacquisition.

PartIComprehensionCheckPartI

PartIIPartIIIPartIVComprehensionCheckDetailedAnalysisWordStudyPartVgoback(Para.1,line4)tohaveexistedsinceaparticulartimeorforaparticularperiod追溯到，回溯到e.g.TheirfamilygoesbacktothetimeofthePilgrimFathers.他们家族的渊源可追溯到清教徒前辈移民时代。nevertheless(Para.1,line4)[adv.]despitesththatyouhavejustmentioned

尽管如此，不过，然而.SYNnonetheless

e.g.Ourdefeatwasexpectedbutitisdisappointingnevertheless.afterall(Para.1,line5)despitewhathasbeensaidorexpected毕竟，终究

e.g.So

you

made

it

afterall.PartIWordStudyPartI

PartIIPartIIIPartIVComprehensionCheckWordStudyPartVDetailedAnalysisAccordingtoNapoli,whycanthenewbornbabyrecognizethevoiceofhisorhermother?Anewborncanrecognizethevoiceofhis/hermotherbecauselanguageacquisitionstartsinthewomb,wherethefetuscanlistentotheworldoutside(Paragraph3).PartIPartIIPartIIIPartIVComprehensionCheckSentenceAnalysisWordStudyPartVPartIIComprehensionCheckDetailedAnalysisWhatdoesNapolitrytoshowwiththeexampleofherfour-month-oldson?Withtheexampleofherfour-month-oldson,Napolitriestoshowthatbabiescandistinguishthesoundsoftheirmothertongueandanotherlanguage(Paragraphs4and5).PartIPartIIPartIIIPartIVComprehensionCheckSentenceAnalysisWordStudyPartVDetailedAnalysisWhydoesNapolithinkthatreadersmayobjecttoheranalysisofthethirdscene?HowdoesNapolidealwiththecounterargument?ReadersmayobjecttotheanalysisofthethirdscenebecauseMaggieturnedoffthelightasaresultofroutineorstimulus-conditioning(条件反射).Inotherwords,everytimetheyapproachedthebedroom,theywouldturnoffthelight(Paragraphs6-9).PartIPartIIPartIIIPartIVComprehensionCheckSentenceAnalysisWordStudyPartVDetailedAnalysis1.coo

(Para.2,line3)/kuː/tosaysthinasoftquietvoice,especiallytosbyoulove（尤指对所爱的人）轻声低语，轻柔的说2.cuddle(Para.2,line3)/ˈkʌdl/[v.]toholdsb/sthcloseinyourarmstoshowloveoraffection拥抱，搂抱e.g.Thelittleboycuddledtheteddybearclose.PartIPartIIPartIIIPartIVComprehensionCheckSentenceAnalysisWordStudyPartVPartIIWordStudyDetailedAnalysis3.gulp(Para.2,line5)[n.]anactofgulping[v.]toswallow,butwithouteatingordrinkinganythingespeciallybecauseofastrongemotionsuchasfearorsurprise(尤因害怕或惊讶而)倒吸气e.g.He

leantagainstthecar,gulpinginthecoldair.4.takein(Para.2,line9)to

take

noticeofsthwithyoureyes注意到，看到e.g.He

took

in

every

detailofherappearance.PartIPartIIPartIIIPartIVComprehensionCheckSentenceAnalysisWordStudyPartVDetailedAnalysiswomb(Para.3,line1)[n.]theorganinwomenandfemaleanimalsinwhichbabiesdevelopbeforetheyareborn子宫hearingimpairment(Para.3,line2)

听觉障碍7.fetus(Para.3,line3)胎儿[n.]ayounghumanoranimalbeforeitwasborn,especiallyahumanmorethaneightweeksafter胎，胎儿PartIPartIIPartIIIPartIVComprehensionCheckSentenceAnalysisWordStudyPartVDetailedAnalysisrefreshment(Para.4,line5)[n.][pl]drinksandsmallamountsoffoodthatareprovidedorsoldtopeopleinapublicplaceoratapubicevent(在公共活动场所供应或销售的）饮料，小食e.g.Lightrefreshmentswillbeservedduringthebreak.[U](formal)foodanddrink食物和饮料

e.g.In

Yorkwehadashortstopforrefreshment.liquidrefreshment(alcoholicdrink)酒[U](formal)thefactofmakingsbfeelstrongerorlesstiredorhot恢复活力，焕发精神a

place

to

rest

and

findrefreshmentformindandbodyPartIPartIIPartIIIPartIVComprehensionCheckSentenceAnalysisWordStudyPartVDetailedAnalysispeek(Para.4,line7)[v.]tolookatsthquicklyandsecretlybecauseyoushouldnotbelookingatit窥视，偷看e.g.No

peeking!Icouldn’tresistpeekinginthedrawer.babble(Para.4,line12)[v.]babbleaway/onsthtotalkquicklyinawaythatisdifficulttounderstand含糊不清的说，嘀哩咕噜的说e.g.Theywereallbabblingawayinaforeignlanguage.[n.]thesoundsababymakesbeforebeginningtosayactualworks(幼儿)咿呀学语声PartIPartIIPartIIIPartIVComprehensionCheckSentenceAnalysisWordStudyPartVDetailedAnalysis11.rash(Para.5,line2)[adj.](ofpeopleortheiractions人或行为)doingsththatmaynotbesensiblewithoutfirstthinkingaboutthepossibleresults;doneinthisway轻率的；鲁莽的

SYN

reckless

~todosth

e.g.Thinktwicebeforedoinganythingrash.preponderance(Para.7,line5)[n.][sing.]ifthereisapreponderanceofonetypeofpeopleorthingsinagroup,therearemoreofthemthanothers优势；多数；主体

SYNpredominancePartIPartIIPartIIIPartIVComprehensionCheckSentenceAnalysisWordStudyPartVDetailedAnalysis13.object(Para.8,line1)[v.]tosaythatyoudisagreewith,disapproveoforopposesth不同意；不赞成；反对~(tosb/sth)e.g.Manylocalpeopleobjecttothebuildingofthenewairport.

~todoingsth/tosbdoingsthe.g.Ireallyobjecttobeingchargedforparking.~thattogivesthasareasonforopposingsth提出…作为反对的理由；抗辩说

SYNproteste.g.Heobjectedthatthepolicehadarrestedhimwithoutsufficientevidence.PartIPartIIPartIIIPartIVComprehensionCheckSentenceAnalysisWordStudyPartVDetailedAnalysisprime

(Para.8,line3)[v.]topreparesbforasituationsothattheyknowwhattodo,especiallybygivingthemspecialinformation事先指点，使某人做好准备

SYNbrief

~sb(forsth)e.g.Theyhadbeenprimedwithgoodadvice.

~sbtodosthe.g.Hehadprimedhisfriendstogivethejournalistsaslittleinformationaspossible.[adj.][onlybeforenoun]main;mostimportant;basic主要的；首要的；基本的e.g.Myprimeconcernistoprotectmyproperty.PartIPartIIPartIIIPartIVComprehensionCheckSentenceAnalysisWordStudyPartVDetailedAnalysis15.mastery(Para.10,lastline)[n.][U,single.]masteryofsthgreatknowledgeaboutorunderstandingofaparticularthing精通；熟练掌握SYNcommande.g.Shehasmasteryofseverallanguages.[U]

~(of/oversb/sth)controlorpower控制；驾驭；控制力量e.g.humanmasteryofthenaturalworldPartIPartIIPartIIIPartIVComprehensionCheckSentenceAnalysisWordStudyPartVDetailedAnalysisPartIISentenceAnalysisTheyareontheroadtoacquiringthesoundsystemoftheirlanguage.(TextA,Para.5)Theyareintheprocessofacquiringthesoundsystemoftheirlanguage.Paraphrasing.PartIPartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysis2.Inthesestudiesthechildren’srecognitionofEnglishisindicatedbyincreasedeyeactivityandheartbeat,ratherthanthesmileandbabblingthatRobertproduced,butthestudiesweredoneunderlaboratoryconditions,whereasRobert’ssituationwasasocialone.(TextA,Para.5)在这些研究中，儿童可以识别英语的证据是眼睛活动增多、心跳加快，而不是罗伯特做出的那种笑脸和咿呀声，但是这些研究是在实验室环境中做的，而罗伯特所在的是社会自然场景。Translation.PartIPartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVSometimearoundthechild’sthirdbirthday,giveortakesixmonths,languagetakesagiantleap,andchildrenstartproducinglongsentenceswithvaryingdegreesofmorphologicalandsyntacticcomplexity.(TextA,Para.10)Sometimearoundthechild’sthirdbirthday,sixmonthsearlierorlater,thereisgreatprogressinchildren’slanguagelearningandchildrenstartproducinglongsentenceswithvaryingdegreesofmorphologicalandsyntacticcomplexity.Paraphrasing.PartIPartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysisPartIIIComprehensionCheckWhatisthepointthatNapolitriestomakewiththeexamplesofherchildrenEvaandNick?WiththeexamplesofEvaandNick,Napolitriestoshowthatthelanguageacquisitionofindividualchildrenmaynotstrictlycomplywiththegeneralpattern.Onestagemayhappenlaterorearlier(asEvadidn’tsaymuchuntilsheturnedthree)orsomestagesmaybemissing(asNickskippedthesingle-workutterancesandtwo-wordutterances)(Paragraph11).

PartI

PartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysisAccordingtoNapoli,whatistherelationshipbetweenpatternsandindividuals’developmentinlanguageacquisition?AccordingtoNapoli,theindividualcasesbearout(证实，支持)thepattern,butnoindividualcasecoversallthestagesintheexacttimeperiods(Paragraph12).PartI

PartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysis

generalization(Para.11,line1)[n.][C,U]ageneralstatementthatisbasedononlyafewfactsorexamples;theactofmakingsuchstatements

概括；归纳；泛论aspeechfullofbroad/sweepinggeneralizations通篇大而无当的发言to

makegeneralizationsaboutsth对某事做出归纳trytoavoidgeneralization尽量避免泛泛而论PartIIIWordStudyPartI

PartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysisincessant

(Para.11,line13)[adj.]

neverstopping不停的；连续不断的SYNconstantincessantnoise/rain/chatter不间断的噪音╱阴雨╱絮叨incessantmeetings接二连三的会议[adv.]incessantlytotalkincessantlyPartI

PartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysisconfound(Para.11,line14)[v.]~sbtoconfuseandsurprisesb使困惑惊讶；使惊疑

SYNbafflee.g.Thesuddenriseinsharepriceshadconfoundedeconomists.~sb/sthtoprovesb/sthwrong证明…有错e.g.Sheconfoundedhercriticsandprovedshecoulddothejob.~sb(oldfashioned)

todefeatanenemy击败，战胜敌人PartI

PartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysiscanonical(Para.12,line3)/kəˈnɑːnɪkl/[adj.]includedinalistofholybooksthatareacceptedasagenuine;connectedwithworksofliteraturethatarehighlyrespected被收入真经篇目的；经典的accordingtothelawoftheChristianChurch按照基督教教会法规的PartI

PartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysisPartIIISentenceAnalysisIsaidslowlyandloudly,“Milk.Youhavetosay‘milk’.”Nicksaidslowlyandloudly,“Awamih.”That’s

when

I

finally

got

it.

He

was

saying,

“I

want

milk,”

a

whole

sentence,

not

just

a

single

word.(Para.11)我缓慢而大声地说：“milk（牛奶），要说milk。”尼克也缓慢而大声地说：“Awamih。”这时我才发现，原来他是在说“Iwantmilk（我要牛奶）”，是一整个句子，而不仅仅是一个词。Translation.PartI

PartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysisPartIVComprehensionCheckHowdoesNapoliexplainthefactthatchildrencanproducewordorderscompliantwiththeirnativelanguage?Childrenproducewordorderscompliantwiththeirnativelanguagebecausetheyarrangetheirwordsaccordingtoabstractinglinguisticprinciples,i.e.UniversalGrammar.

PartI

PartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysisAccordingtoNapoli,whycanchildrenofimmigrantsproducegrammaticallanguagedespitetheirexposuretoungrammaticallanguage?ChildrenofimmigrantsproducegrammaticallanguagedespitetheirexposuretoungrammaticallanguagebecausetheycanidentifyandcollectthelinguisticrulesofEnglishfromsentencesspokenbynativespeakers.PartI

PartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysisUniversalgrammarUniversalgrammaristhetheoreticalorhypotheticalsystemofcategories,operations,andprinciplessharedbyallhumanlanguagesandconsideredtobeinnate.Sincethe1980s,thetermhasoftenbeencapitalized.ThetermisalsoknownasUniversalGrammarTheory.LinguistNoamChomskyexplained,"'[U]niversalgrammar'istakentobethesetofproperties,conditions,orwhateverthatconstitutethe'initialstate'ofthelanguagelearner,hencethebasisonwhichknowledgeofalanguagedevelops."("RulesandRepresentations."ColumbiaUniversityPress,1980)PartI

PartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysisTheconceptisconnectedtotheabilityofchildrentobeabletolearntheirnativelanguage."Generativegrammariansbelievethatthehumanspeciesevolvedagenetically(从遗传学角度)universalgrammarcommontoallpeoplesandthatthevariabilityinmodernlanguagesisbasicallyonthesurfaceonly,"wroteMichaelTomasello.("ConstructingaLanguage:AUsage-BasedTheoryofLanguageAcquisition."HarvardUniversityPress,2003)(continued)PartI

PartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysisInthisarticle,whatanswer(s)doesNapoliprovidetothequestionthatsheputsforwardinthetitle“HowDoWeAcquireLanguage”?Theauthorprovidestwoanswers.First,childrenacquirealanguagestepbystep(Paragraphs2-12);second,childrenacquirealanguagefollowingtheprinciplesofUniversalGrammar(Paragraphs13-17).Basedonthetwoanswers,theauthorconcludesthatlanguagelearningisanaturalprocess.PartI

PartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysisscramble(Para.13,line4)[n.]/[v.]~sth.toconfusesb’sthoughts,ideassothattheyhavenoorder扰乱思维；e.g.Alcoholseemedtohavescrambledhisbrain.~+adv./prep.tomovequickly,especiallywithdifficulty,usingyourhandstohelpyou(迅速而吃力地)爬，攀登e.g.Shemanagedtoscrambleoverthewall.tomanagetoachievesthwithdifficulty,orinahurry,withoutmuchcontrol艰难地(或仓促地)完成e.g.Roonymanagedtoscrambletheballintothenet.PartIVWordStudyPartI

PartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysis

bold-faced(Para.13,line12)[adj.](ofpeopleorbehaviour人或举止)braveandconfident;notafraidtosaywhatyoufeelortotakerisks大胆自信的；敢于表白情感的；敢于冒险的e.g.It

wasaboldmoveontheirparttoopenabusinessinFrance.bold[adj.](ofprintedwordsorletters印刷字或字符)inathick,darktype粗体的；黑体的e.g.Highlighttheimportantwordsinboldtype.PartI

PartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysis

withrespectto

(Para.13,line15)IDMconcerning关于；就…而言e.g.Thetwogroupsweresimilarwithrespecttoincomeandstatus.inrespectofsth

concerning关于；就…而言e.g.Awritwasservedonthefirminrespectoftheirunpaidbill.公司由于欠账而收到了传票。inpaymentforsth作为…的报酬e.g.moneyreceivedinrespectofovertimeworked得到的加班费PartI

PartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysis

truncation(Para.14,line12)[n.][U,C][v.]truncate

[usuallypassive]~sth(formal)tomakesthshorter,especiallybycuttingoffthetoporend截短，缩短，删节（尤指掐头或去尾）PartI

PartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysisrudimentary(Para.15,line3)[adj.](formal)dealingwithonlythemostba