?語(yǔ)言學(xué)導(dǎo)論?語(yǔ)言習(xí)得心理語(yǔ)言學(xué)的幾個(gè)研究方向習(xí)得理解產(chǎn)生障礙語(yǔ)言與思維神經(jīng)認(rèn)知TwodifferentapproachestoansweringthisquestionBehaviorism:thechildisendowedatbirthwithgenerallearningabilitiesbutnotwithanylanguage-specificknowledge;linguisticbehaviorismoldedbyadultspeaker;andimitationplaysanimportantrole.NoamChomsky’stheory:languageacquisitioncannotbeaccountedforwithoutpositingalinguisticallyspecificsystemofprinciplesandparametersthateveryhealthy(intherelevantsense)childisgenerallyendowedwith,asystemhereferstoasUniversalGrammar(UG),oras

theLanguageAcquisitionDevice

(LAD).Chomsky’sargumentsagainstbehaviorismThelinguisticdataavailabletothechildarethemselvesimpoverishedandnotsufficientforachildtoinductivelyarriveatagrammarcapableofproducingill-formedexpressions.Languagedevelopmentinchildrenoccursspontaneouslyanddoesnotrequireconsciousinstructionorreinforcementonthepartofadults.Inaveryshortperiodoftimechildrenareabletodevelopverycomplexlinguisticsystems,movingfromaone-wordstagetomultiwordstages,onthebasisoflimitedandoftenfragmentarydata.Teachingchildren?Note:“hayputter〞two“his〞“did〞Inpartonthebasisofthesekindsofexamples,Chomskyhasconcludedthatchildrendeductivelyarriveatthegrammarthatenablesthemtobothproduceandunderstandnovelexpressions.Notethat,thisisnottosaythatimitationandinstructionplaynorolewhatsoeverinlearningone’snativelanguage.Thepointisthatimitationandovertteachingplayatbestaveryminorroleinthechild’smasteryofgrammar.EarlystagesinthedevelopmentoflanguageBabblingTheone-wordstageAtsomepointinthelatepartoffirstyearoflifeortheearlypartofthesecondyear,childrenbeginusingrecognizablewordsoftheirnativelanguage.E.g.,mama,dada,kitty,doggie,ball,bottle,cup

More!,No!

Veryfewso-calledfunctionwords(如介詞、冠詞、助動(dòng)詞、疑問(wèn)詞)Thephenomenonofoverextensionorunderextensionofreference.Therefore,Children’sutterancesdoesnotnecessarilymeanwhatadults’utterancesmean.MultiwordstagesChildrendeveloptheirnativelanguageinasequenceofidentifiablestages.Specificconstructionsofalanguagedevelopinaninterrelatedway.Especially,thedevelopmentofnegativesentencesandquestionsinEnglishisintimatelyconnectedwiththedevelopmentoftheauxiliaryverbsystem.Istherea“l(fā)anguageacquisitiondevice〞?AcquisitionofPhonetic/PhonologicalPrinciplesAcquisitionofMorphologyAcquisitionofSyntaxAcquisitionofPragmaticCompetenceAcquisitionofPhonetic/PhonologicalPrinciples兒童習(xí)得語(yǔ)音的順序〔Owens1984〕：按照發(fā)音方法依次為：鼻音，滑音，塞音，流音，摩擦音，塞擦音按照發(fā)音部位依次為：唇音，軟腭音，齒槽音，齒音，腭音SubstitutionAnticipatoryassimilation〔先行同化〕Clear-cuttendencyConsonantclusterstendtobeeliminated(Smith,1973):Metathesis(調(diào)位)Metathesisinvolvingsegments:MetathesisofafeatureThesedatarevealthatchildrendonotsubstituterandomlyinpronouncingwordsthatarehardforthem.AcquisitionofMorphologyOvergeneralizationE.g.,take*taked;break*breakedBerko(1958)providednonsensewordstochildrenaged4-7andaskedthemtogiveavariationofeachnonsensewordreflectingcertainmorphologicalproperties,suchasthepluralmorpheme.AnexperimentontheacquisitionoftheEnglishplural:AsBerkoputit:Butthepronunciationlearningisfarfrominstantaneous.CompoundsDarwinDarwinianDarwinism

Constraint:theoutputoflevel3wordbuildingcannotbetheinputtoeitherlevel2orlevel1,andtheoutputoflevel2cannotbetheinputoflevel1.??Gordon’s(1985)experiment:AcquisitionofSyntaxRecursionYes/noquestionsC-commendandcontrolMinimalDistancePrinciple(MDP):TheimplicitsubjectofthecomplementverbistheNPmostcloselyprecedingit.(Chomsky,1969)Chomskydemonstratesthatchildrenbetweentheagesof5and10appearstobefollowingtheMDPevenwhentodosoyieldsthewronginterpretation.ButtheMDPisnotsufficienttoaccountforfurtherdata.Maratsos(1974)demonstratesthatchildrenwhounderstandpassivesentencesinterpretMaryandnotJohnasthecontroller.Therefore,inorderforanounphrasetobeacontroller,itmustc-commandtheembeddedverb;inotherwords,linearorderisnotsufficienttoaccountforthecasesofcontrolciterabove,evenforchildren.原那么和參數(shù)理論RecallX-bartheory,bindingprinciple,andFOFC.SomeotherparametersAcquisitionofPragmaticCompetenceThoughindividualsmayhaveasystematicgrammaroftheirnativelanguage,doesitfollowthattheyknowhowtouselinguisticexpressionsinacontextuallyappropriatemanner?Towhatextentcanwerelyonthegrammarinordertocommunicatesuccessfully?Myflightwillarriveat6:00am.Whereisithot?InJapanese,differentverbformsmustbeuseddependingonthespeaker’srelationshiptothehearer.Clearly,theenvironmentplaysacrucialroleinacquiringcommunicativecompetence.Ifchildrendidnotatleavewitnesshowlinguisticexpressionsareused,itishardtoimaginethattheywouldknowwhenitisandisnotappropriatetousetheseexpressions.AnswertoQ1AnswertoQ2Tisisatopicoflivelydebate.Yamada(1990):Ayoungwoman(“Laura〞)who,eventhoughseverelyretarded(fullscaleIQof4)atage14usingtheWechslerIntelligenceScaleforChildren–Revised),neverthelesshastheabilitytoproducecomplexsentencesrequiringfairlysophisticatedgrammaticalcompetence.YamadanotesthatIsthereaCriticalPeriodforlanguageacquisition?Criticalperiod:theoptimalperiodoftimeforlanguageacquisition(2yearstopuberty)issometimesreferredtoasthecriticalperiod.Then,whatroledoesmaturationplayinachild’sabilitytoacquirelanguage?Theexperienceof“Genie〞:shewaskeptintotalisolationbyherparentsuntilshewasdiscoveredbytheoutsideworldattheageof13years7months.Towhatextent,couldGenieberehabilitated?EvidencefromdeafchildrenConclusionThepropertyoflanguagedevelopmentthatwehavecited–aspontaneousmaturationaldevelopmenttypicalofthehumanspeciesasaw