第十章 語(yǔ)言習(xí)得 1

1、1 Language Acquisition Chapter 10（）主講：宋建勇主講：宋建勇Teaching objectives: l1. Behaviorist view of language acquisition； l2. Innatist view of language acquisition； l3. Interactionist view of language acquisition.l4. Language environment and the Critical Period HypothesislKey points：Theories of language acq

2、uisitionlDifficult point：Innatist view of language acquisitionlTeaching method：Presentation and discussion23 3The learning and development of a persons language (Liu RQ, p221)41.Definition：lLanguage acquisition-the childs acquisition of his mother tongue, i.e. how the child comes to understand and s

3、peak the language of his community. 52.Theories of language acquisition 2.1 Behaviorist view of language acquisitionl2.1.1 Definition of behaviorisml2.1.2 Relation of behaviorism to languagel2.1.3 Skinners tenetsl2.1.4 Advantage and disadvantage62.1 Behaviorist view of language acquisitionl2.1.1Defi

4、nition of behaviorism1.The school of psychology founded by John B. Watson based on the belief that behaviors can be measured, trained, and changed. 2. A theory of learning based upon the idea that all behaviors are acquired through conditioning.72.1 Behaviorist view of language acquisition2.1.2Relat

5、ion of behaviorism to languageLanguage learning is a habit formation resembling the formation of other habits. That is, a language is learned in the way in which other habits are learned.82.1 Behaviorist view of language acquisition2.1.2Relation of behaviorism to languageFree will is illusory, and a

6、ll behavior is determined by the environment either through association or reinforcement.92.1 Behaviorist view of language acquisition2.1.2Relation of behaviorism to languageOnly human beings have the capacity for language learning. They acquire a language as discrete units of habits, independently

7、trained, not as an integrated system. 102.1Behaviorist view of language acquisition2.1.3Skinners tenetsLanguage is a set of habits; language acquisition is a mechanical process of habit formation.112.1 Behaviorist view of language acquisition2.1.3Skinners tenetsLanguage acquisition is a kind of beha

8、vior similar to other human behavior. Language is acquired in much the same way as anything else is learnt.122.1 Behaviorist view of language acquisition2.1.3Skinners tenetsLanguage acquisition is a kind of behavior similar to other human behavior. Language is acquired in much the same way as anythi

9、ng else is learnt.132.1 Behaviorist view of language acquisition2.1.3Skinners tenetsHe puts emphasis on three important factors stimulus, response and reinforcement. The most influential version of this theory is put forward by the American Psychologist B. F. Skinner (1957). According to Skinner the

10、 approach of the theory emphasizes several important factors: 142.1 Behaviorist view of language acquisition2.1.3Skinners tenetslFirstly, it considers the immediately observable aspects of situational stimuli. lSecondly, it stresses the language behavior. lThirdly, the theory also emphasizes the ver

11、bal and behavioral responses. 152.1.3Skinners tenets162.1 Behaviorist view of language acquisition2.1.3Skinners tenets172.1Behaviorist view of language acquisition2.1.3 Skinners tenets182.1Behaviorist view of language acquisition2.1.4Advantage and disadvantageCriticisms of Behaviorism19lMany critics

12、 argue that behaviorism is a one-dimensional approach to understanding human behavior and that behavioral theories do not account for free will and internal influences such as moods, thoughts and feelings.20lBehaviorism does not account for other types of learning, especially learning that occurs wi

13、thout the use of reinforcement and punishment.21lPeople and animals are able to adapt their behavior when new information is introduced, even if a previous behavior pattern has been established through reinforcement.222.1Behaviorist view of language acquisition2.1.4Advantage and disadvantageStrength

14、s of Behaviorism23lBehaviorism is based upon observable behaviors, so it is easier to quantify and collect data and information when conducting research.24lEffective therapeutic techniques such as intensive behavioral intervention, behavior analysis, token economies and discrete trial training are a

15、ll rooted in behaviorism. These approaches are often very useful in changing maladaptive or harmful behaviors in both children and adults.25v第一，人們平時(shí)所聽(tīng)所說(shuō)的每句話幾乎都是新的，兒童不可能通過(guò)模仿來(lái)學(xué)會(huì)每一句話。v第二，刺激一反應(yīng)論不能解釋兒童言語(yǔ)行為中的創(chuàng)造性。v第三，成人并不總是對(duì)兒童說(shuō)出的話語(yǔ)進(jìn)行強(qiáng)化。v第四，單靠刺激一反應(yīng)，即使能學(xué)到一些語(yǔ)言的外部形式，也培養(yǎng)不出語(yǔ)言交際能力。 v第一，“模仿”不僅是兒童第一語(yǔ)言習(xí)得的事實(shí)，至今仍是第二語(yǔ)言

16、習(xí)得不可少的方法之一；v第二，“強(qiáng)化”的作用也確實(shí)存在，無(wú)論是表?yè)P(yáng)還是糾正錯(cuò)誤都是為了給學(xué)生以明確的反饋并加深其印象；v第三，要熟練地運(yùn)用一種語(yǔ)言，也必須要形成習(xí)慣，當(dāng)然習(xí)慣的形成不可能脫離人的思維活動(dòng)。這些也都是第二語(yǔ)言習(xí)得中需要研究的問(wèn)題。2.2 Innatist view of language acquisitionl2.2.1 Noam Chomskyl2.2.2 Noam Chomskys observationl2.2.3 Noam Chomskys tenetsl2.2.4 Language Acquisition Device(LAD)282.2 Innatist view

17、of language acquisitionl2.2.1 Noam ChomskyAvram Noam Chomsky is an American linguist, philosopher, cognitive scientist, logician,historian, political critic, and activist. He is an Institute Professor and Professor (Emeritus) in the Department of Linguistics & Philosophy at MIT292.2 Innatist view of

18、 language acquisition30l2.2.2 Noam Chomskys observationFor children, acquiring a language is an effortless achievement that occurs:without explicit teaching, on the basis of positive evidence (i.e., what they hear), under varying circumstances, and in a limited amount of time, in identical ways acro

19、ss different languages.31. . . Children achieve linguistic milestones in parallel fashion, regardless of the specific language they are exposed to. 322.2 Innatist view of language acquisitionl2.2.3 Noam Chomskys tenets33lEvery human child possesses innate knowledge of language structure to detect an

20、d reproduce language. That is, language acquisition depends on an unobservable mechanism called Language Acquisition Device or LAD. The LAD is supplied to human children with birth. The LAD contains language universals, that is, the structures and sounds common to all human languages and dialects. 3

21、4lLanguage learning is distinct from other cognitive capacities.lYoung children learn and apply grammatical rules and vocabulary as they are exposed to them and do not require initial formal teaching (Foley). 352.2 Innatist view of language acquisitionl2.2.4 Language Acquisition Device(LAD)36lThe hu

22、man beings are biologically programmed for language and that the language develops in the child just as other biological functions such as walking. This innate endowment is called “Language Acquisition Device “or“Universal Grammar (UG)”.37LAD ：language acquisition device(語(yǔ)言習(xí)得機(jī)制) -a kind of innate en

23、dowment l a hypothesis makerl linguistic universall evaluation procedure38 第一部分是以待定的參數(shù)形式出現(xiàn)的、人類(lèi)語(yǔ)言普遍具有的語(yǔ)言原則，又稱為“普遍語(yǔ)法” (universa1 grammar)。普遍語(yǔ)法反映了人類(lèi)語(yǔ)言的共性，它不是指那些具體的語(yǔ)法規(guī)則或某種語(yǔ)言的語(yǔ)法，而是存在于人類(lèi)所有語(yǔ)言的深層結(jié)構(gòu)中的語(yǔ)言中最本質(zhì)的東西。 第二部分是評(píng)價(jià)語(yǔ)言信息的能力，當(dāng)兒童接觸到具體語(yǔ)言時(shí),就會(huì)不斷地通過(guò)假設(shè)一驗(yàn)證的演繹過(guò)程對(duì)“普遍語(yǔ)法”的參數(shù)進(jìn)行定值以形成具體語(yǔ)言的規(guī)則系統(tǒng),從而習(xí)得一種語(yǔ)言。語(yǔ)言習(xí)得機(jī)制v先天論并不否認(rèn)后天的語(yǔ)

24、言環(huán)境的作用,但其作用是次要的,與生俱來(lái)的語(yǔ)言能力才是人類(lèi)獲得語(yǔ)言的決定因素。環(huán)境只是起了觸發(fā)語(yǔ)言機(jī)制和提供具體語(yǔ)言材料的作用。40The function of LAD can be visualized through the following illustration:對(duì)先天論的評(píng)價(jià)：a.把兒童母語(yǔ)習(xí)得的過(guò)程看成是主動(dòng)、積極、創(chuàng)造的過(guò)程，這一理論可以解釋?zhuān)簐第一，為什么一個(gè)正常發(fā)育的兒童都能在4-5年之內(nèi)獲得其母語(yǔ)口語(yǔ)的表達(dá)和理解能力；v第二，多數(shù)兒童能聽(tīng)懂他們自己還不能表達(dá)的語(yǔ)言結(jié)構(gòu)，其理解能力大于表達(dá)能力，別人說(shuō)話即使不十分完整也能理解；v第三，兒童能說(shuō)出他們從未聽(tīng)過(guò)的句子，造出意

25、義上全新的句子；v第四，兒童出現(xiàn)的語(yǔ)法錯(cuò)誤，如goed，comed等不正確的動(dòng)詞形態(tài)，是兒童常出現(xiàn)的語(yǔ)言規(guī)則過(guò)度概括的錯(cuò)誤，正說(shuō)明他們?cè)跈z驗(yàn)和評(píng)價(jià)對(duì)語(yǔ)言規(guī)則的假設(shè)。爭(zhēng)論v第一，人腦中存在的語(yǔ)言習(xí)得機(jī)制只是一種假說(shuō)，是思辨的結(jié)果，究竟有沒(méi)有LAD很難通過(guò)實(shí)驗(yàn)來(lái)證明。v第二，語(yǔ)言習(xí)得機(jī)制如果只是指人類(lèi)具有的語(yǔ)言習(xí)得能力，不會(huì)有爭(zhēng)議，但如果指的是普遍語(yǔ)法，就產(chǎn)生了疑問(wèn)。v第三，喬氏把語(yǔ)言習(xí)得機(jī)制與人類(lèi)的其他功能分開(kāi)，認(rèn)為語(yǔ)言能力與智力沒(méi)有直接聯(lián)系，不受智力和認(rèn)知能力的制約，可以先于智力而發(fā)展，在身體和智力尚未發(fā)育完全的情況下就能掌握復(fù)雜的語(yǔ)言規(guī)則體系。v第四，先天論對(duì)環(huán)境的作用估計(jì)不夠。lPiage

26、t emphasized on the role of cognitive development factors in language acquisition, whereas, Chomsky focused on the role of genetic endowment factors. 43認(rèn)知論v源于認(rèn)知主義心理學(xué)關(guān)于學(xué)習(xí)的探討。v代表人物是瑞士?jī)和睦韺W(xué)家讓皮亞杰（Jean Piaget，18961980），瑞士心理學(xué)家基本觀點(diǎn)v兒童頭腦中沒(méi)有神秘的語(yǔ)言習(xí)得機(jī)制，更不存在普遍語(yǔ)法，但人類(lèi)有先天的認(rèn)知機(jī)制和認(rèn)知能力。認(rèn)知機(jī)制和認(rèn)識(shí)能力與環(huán)境相互作用，并向環(huán)境學(xué)習(xí)。v兒童語(yǔ)言的發(fā)展

27、是個(gè)體在與客觀環(huán)境交互作用過(guò)程中，通過(guò)同化、順應(yīng)和達(dá)到暫時(shí)平衡，不斷地從一個(gè)階段發(fā)展到一個(gè)新的階段。v兒童總是運(yùn)用他熟悉的結(jié)構(gòu)去創(chuàng)造新的用法，用他熟悉的東西去理解他不熟悉的。v所以說(shuō)，兒童的語(yǔ)言習(xí)得是建立在兒童認(rèn)知能力發(fā)展基礎(chǔ)上的，認(rèn)知能力的發(fā)展決定語(yǔ)言的發(fā)展。46對(duì)認(rèn)知論的評(píng)價(jià)v第一，認(rèn)知論與行為主義論也是針?shù)h相對(duì)的，認(rèn)知論強(qiáng)調(diào)語(yǔ)言是規(guī)則系統(tǒng)，語(yǔ)言學(xué)習(xí)也是一種創(chuàng)造性的、受規(guī)則支配的內(nèi)在過(guò)程，而不是簡(jiǎn)單的刺激一反應(yīng)，這是與先天論的共同之處。v第二，認(rèn)知論有不同于先天論的地方：不同意過(guò)分強(qiáng)調(diào)語(yǔ)言學(xué)習(xí)能力的特殊性，不同意語(yǔ)言習(xí)得機(jī)制的說(shuō)法，認(rèn)為只有一種先天的認(rèn)知能力，語(yǔ)言能力的發(fā)展不能先于認(rèn)知能力

28、的發(fā)展，更不能決定認(rèn)知能力的發(fā)展。v認(rèn)知論可以解釋很多語(yǔ)言習(xí)得現(xiàn)象，如兒童一開(kāi)始使用的詞匯都是周?chē)娜撕褪?，由近及遠(yuǎn)；不同語(yǔ)言的兒童在24個(gè)月以前習(xí)得的大都是名詞，其掌握的名詞的數(shù)量遠(yuǎn)遠(yuǎn)超過(guò)動(dòng)詞的數(shù)量，說(shuō)明兒童首先對(duì)事物形成概念，然后才能對(duì)事物之間的關(guān)系有所認(rèn)識(shí)，才能習(xí)得動(dòng)詞。認(rèn)知論的不足之處v第一，這一學(xué)說(shuō)不是專(zhuān)門(mén)解釋兒童語(yǔ)言習(xí)得問(wèn)題的，因此語(yǔ)言習(xí)得中的許多問(wèn)題并未得到解決；v第二，語(yǔ)言發(fā)展受諸多因素的影響，只強(qiáng)調(diào)認(rèn)知一方面的因素也不可能是全面的；v第三，只強(qiáng)調(diào)認(rèn)知能力對(duì)語(yǔ)言能力的影響，忽略了語(yǔ)言能力的發(fā)展對(duì)認(rèn)知能力發(fā)展的影響。493.Language environment & the critical period hypothesi