LanguageAcquisition

LanguageAcquisition語言語言觀察語言研究語言學理論語言學應用語言學結構語言學生成語言學功能語言學語音學詞匯學語義學語法學社會語言學文化語言學語言教學計算語言學病理語言學心理語言學交際語言學法律語言學地理語言學廣告語言學詞義學詞源學語匯學……句法學形態學詞法學……人類語言學語言風格學社會語言學人名學地名學兒童語言學傳播語言學對外漢語教學語言學學科體系語言習得Overview語言語言觀察語言研究語言學理論語言學應用語言學結構語1.Introductionachild’sacquisitionofhismothertongueHowdoesthechildcomestounderstandandspeakthelanguageofhiscommunity?Howislanguagelearned?tobetterunderstandthenatureofhumanlanguagedevelopmentalprocess1.Introductionachild’sacquisIntheacquisitionofmothertongues,despiteofacertainindividualdifferences,allnormalchildren,broughtupwithappropriatemothertongueinputinappropriatelinguisticcontext,cansuccessfullyacquiretheirmothertonguesandthestagestheyexperienceinthemothertongueacquisitionaresimilar.Language-acquisition-語言獲得與習得課件

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語言語言觀察語言研究語言學理論語言學應用語言學結構語言學生成語言學功能語言學語音學詞匯學語義學語法學社會語言學文化語言學語言教學計算語言學病理語言學心理語言學交際語言學法律語言學地理語言學廣告語言學詞義學詞源學語匯學……句法學形態學詞法學……人類語言學語言風格學社會語言學人名學地名學兒童語言學傳播語言學對外漢語教學語言學學科體系語言習得Overview語言語言觀察語言研究語言學理論語言學應用語言學結構語1.Introductionachild’sacquisitionofhismothertongueHowdoesthechildcomestounderstandandspeakthelanguageofhiscommunity?Howislanguagelearned?tobetterunderstandthenatureofhumanlanguagedevelopmentalprocess1.Introductionachild’sacquisIntheacquisitionofmothertongues,despiteofacertainindividualdifferences,allnormalchildren,broughtupwithappropriatemothertongueinputinappropriatelinguisticcontext,cansuccessfullyacquiretheirmothertonguesandthestagestheyexperienceinthemothertongueacquisitionaresimilar.Language-acquisition-語言獲得與習得課件

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