喬姆斯基認(rèn)為小孩生來(lái)就有能力學(xué)習(xí)任何人類語(yǔ)言發(fā)送

1、喬姆斯基認(rèn)為小孩生來(lái)就有能力學(xué)習(xí)任何人類語(yǔ)言之一張鐵城發(fā)送 2016、1、簡(jiǎn)介下面都是英語(yǔ)，沒(méi)有譯文。多數(shù)網(wǎng)友能夠看懂那些孩子和大人的對(duì)話。至于，一開始看到的相關(guān)理論簡(jiǎn)介中，確實(shí)有一些生詞。但是，70%左右應(yīng)該是一級(jí)詞匯，不信你就像我那樣，試著做詞匯級(jí)別統(tǒng)計(jì)，看看如何。喬姆斯基簡(jiǎn)介諾姆喬姆斯基博士（AvramNoamChomsky，1928年12月7日）或譯作“荷姆斯基”，臺(tái)灣常譯作“杭士基”，美國(guó)哲學(xué)家、語(yǔ)言學(xué)家、認(rèn)知學(xué)家、邏輯學(xué)家、政治評(píng)論家。喬姆斯基是麻省理工學(xué)院語(yǔ)言學(xué)的榮譽(yù)退休教授，他的生成語(yǔ)法被認(rèn)為是20世紀(jì)理論語(yǔ)言學(xué)研究上的重要貢獻(xiàn)。他對(duì)伯爾赫斯弗雷德里克斯金納所著口語(yǔ)行為的評(píng)論，

2、也有助于發(fā)動(dòng)心理學(xué)的認(rèn)知革命，挑戰(zhàn)1950年代研究人類行為和語(yǔ)言方式中占主導(dǎo)地位的行為主義。他所采用以自然為本來(lái)研究語(yǔ)言的方法也大大地影響了語(yǔ)言和心智的哲學(xué)研究。他的另一大成就是建立了喬姆斯基層級(jí)：根據(jù)“文法生成力”不同而對(duì)形式語(yǔ)言做的分類。正是在此期間，喬姆斯基開始更加公開地參與政治。隨著他1967年在紐約書評(píng)上發(fā)表的一篇題為知識(shí)分子的責(zé)任的文章，喬姆斯基成為越南戰(zhàn)爭(zhēng)的主要反對(duì)者之一。從那時(shí)起，喬姆斯基便因他的政治立場(chǎng)而出名，對(duì)世界各地的政局發(fā)表評(píng)論，并撰寫了大量著作。他對(duì)美國(guó)外交政策及美國(guó)權(quán)力合法性的批判影響深遠(yuǎn)，并因而成為富有爭(zhēng)議的人物。他有左派的忠誠(chéng)追隨者，但也受到右派及自由派越來(lái)越多

3、的批評(píng)，尤其是針對(duì)他對(duì)911事件的反應(yīng)。對(duì)美國(guó)外交政策的批評(píng)給喬姆斯基帶來(lái)了人身威脅。他的名字被列在特奧多卡克辛斯基（Theodore Kaczynski，郵箱炸彈殺手）的預(yù)定名單上。在卡氏被捕以前，喬姆斯基讓人檢查收到的郵件以防炸彈。他自稱也經(jīng)常被警察保護(hù)，特別是在麻省理工校園的時(shí)候，雖然他本人原則上不同意這種保護(hù)。盡管對(duì)美國(guó)百般批評(píng)，喬姆斯基還是生活在美國(guó)。他的解釋是：美國(guó)仍然是世界上最偉大的國(guó)家。后來(lái)他又闡發(fā)為：國(guó)與國(guó)之間的綜合比較沒(méi)有什么意義，我也不會(huì)這么比較。不過(guò)美國(guó)有些成就，特別是在言論自由方面幾個(gè)世紀(jì)來(lái)爭(zhēng)得的領(lǐng)先地位，是值得敬仰的?！盋homsky believes childr

4、en are born with an ability to learn any human language.i love english language4.1 child language acquisition theory chomsky, crystal, Aitchison &piagetChomskyNoam Chomsky believes that children are born with an inherited ability to learn any human language. He claims that certain linguistic structu

5、res which children use so accurately must be already imprinted on the childs mind. Chomsky believes that every child has a language acquisition device or LAD which encodes the major principles of a language and its grammatical structures into the childs brain. Children have then only to learn new vo

6、cabulary and apply the syntactic structures from the LAD to form sentences. Chomsky points out that a child could not possibly learn a language through imitation alone because the language spoken around them is highly irregular adults speech is often broken up and even sometimes ungrammatical. Choms

7、kys theory applies to all languages as they all contain nouns, verbs, consonants and vowels and children appear to be hard-wired to acquire the grammar. Every language is extremely complex, often with subtle distinctions which even native speakers are unaware of. However, all children, regardless of

8、 their intellectual ability, become fluent in their native language within five or six years. Evidence to support Chomskys theory Children learning to speak never make grammatical errors such as getting their subjects, verbs and objects in the wrong order. If an adult deliberately said a grammatical

9、ly incorrect sentence, the child would notice. Children often say things that are ungrammatical such as mama ball, which they cannot have learnt passively. Mistakes such as I drawed instead of I drew show they are not learning through imitation alone. Chomsky used the sentence colourless green ideas

10、 sleep furiously, which is grammatical although it doesnt make sense, to prove his theory: he said it shows that sentences can be grammatical without having any meaning, that we can tell the difference between a grammatical and an ungrammatical sentence without ever having heard the sentence before,

11、 and that we can produce and understand brand new sentences that no one has ever said before.Evidence against Chomskys theory Critics of Chomskys theory say that although it is clear that children dont learn language through imitation alone, this does not prove that they must have an LAD language le

12、arning could merely be through general learning and understanding abilities and interactions with other people.Dialogue Parent and Child (3 years old) Parent: What did you do today?Child: Me drawed a cat. (applies ed suffix rule but gets wrong)Parent: You drew a cat?Child: Yeah. (understands correct

13、ion)Parent: Who did you play with at break time?Child: Me played with Sarah and Helen. (wrong pronoun not learnt passively) Parent: That sound fun. Now what do you want for tea?Child: Dunno. What you having?Parent: Daddy and I are having fish.Child: You having fishes? (incorrect use of plural noun b

14、ut shows child applying rules)Parent: Yes. Ill do you some fish fingers and if youre a good girl and eatthem all you can have a sweetie. (applying plural noun rule)Child: Me want two sweeties.Parent: Alright then. Now go and watch Postman Pat while I start the tea.Child: When Daddy coming home? (get

15、s SVO order correct all the time)Parent: Hell be here soon.DavidCrystalDavid Crystals Theory On Child Language AcquisitionProfessor Crystal is best known for his two encyclopaedias The Cambridge Encyclopaedia of Language and The Cambridge Encyclopaedia of the English Language. So what does this have

16、 to do with child language acquisition?David Crystal has the theory that children learn language in five stages, which arent clearly defined and some tie in with each other.These stages are:Stage One:This is where children say things for three purposes:1. To get something they want2. To get someones

17、 attention3. To draw attention to somethingThen they begin to make basic statements such as “daddy car”During this stage children begin naming things with single words and then move on to relating objects with other things, places and people, for example, “there mummy”. They also relate objects with

18、 events, for example, “bird gone”.At this early stage they dont have much vocabulary so they use intonation to ask a question. Children use words like: “there, want and allgone” to express a full sentence. This could be said that part of this stage is holophrastic.Stage Two:This is when children usu

19、ally ask questions, “where” questions come first. Their questions often begin with interrogative pronouns (what, where) followed by a noun or verb such as “where gone?”Children become concerned with naming and classifying things by frequently asking “Wassat?” They may also begin to talk about the ch

20、aracteristics of things for example: big/small. Children are taught to learn things in opposite pairs such as up/down and hot/cold. Stage Three:By now children would be asking lots of different questions but often signalling that they are questions with intonation alone, for example: “Sally play in

21、garden mummy?” This is made into a question by varying the tone of voice.Children soon begin to express more complex wants by using more grammatically correct language, for example: “I want mummy to take it work” meaning “I want mummy to take it to work” Verbs such as “l(fā)isten” and “know” are also us

22、ed. Children refer to events in the past and less often in the future. They usually talk about continuing action for examples: “she still in bed” and ask about the state of actions (whether something is finished or not)The basic sentence structure has expanded such as: subject+verb+object+adverb or

23、any other element used Sentences like: “You dry hands” and “A man dig down there” begin to appear and auxiliary verbs are used in sentences such as “I am going” and phrases like “on the table” preposition+article+nounStage Four:This is when children use increasingly complex sentence structures and b

24、egin to: Explain things Ask for explanations using the word: “why?” Making a wide range of requests: “shall I do it?”Now they are able to use complex sentence structures they have flexible language tools for expressing a wide range of meanings. Probably the most remarkable development is their compr

25、ehension of language and use of abstract verbs for example “know” to express mental operations. They begin to communicate meaning indirectly by replacing imperatives such as “give me” with questions; “can I have?”As well as saying what they mean they now have pragmatic understanding and suit their u

26、tterances to context or situation. Children also use negation (denial/contradiction) for example: “he doesnt want one!” They dont rely on intonation and signals anymore as they explain more fully.They are now able to use auxiliary verbs and may duplicate modal verbs “please, can I, may I” This could

27、 be showing that “may” is required for courtesy whilst “can” indicates being able to do something.And FinallyStage Five:By this stage children regularly use language to do all the things that they need it for. They give information, asking and answering questions, requesting directly and indirectly,

28、 suggesting, offering, stating and expressing.Children are now able to talk about things hypothetically and conditionally for example “If I were you, I would” They are now able to explain conditions required for something to happen; “Youve got turn the tap on first in order to wash your hands” As we

29、ll as making general references to past and future, children now talk about particular times such as: “after tea” and “before bedtime” By this stage children are very comfortable with all questions beginning with words like: “What?” and “When?” where the subject and verb are reversed such as “what d

30、oes that mean?” 喬姆斯基認(rèn)為小孩生來(lái)就有能力學(xué)習(xí)任何人類語(yǔ)言之二張鐵城發(fā)送 2016、1、ScriptsStage 1:Child: Allgone!Mother: Yes, the milk is all gone.Child: Mummy, here.Mother: Mummys here.Child: Want more!Mother: Thats enough milk now.Child: No, more.Mother: Look at dolly, shes sleeping.Child: Dolly, there?Mother: Yes, dolly is in

31、 the bed.Child: Dolly bye-bye.Stage 2:Child: Wheres Daddy?Mother: Outside, look?Child: Outside hot.Mother: Yes its sunny.Child: Wassat?Mother: Its a book.Child: Big book.Mother: Good girl.Stage 3:Child: Daddy is sleeping?Mother: Uhuh Daddys sleeping on the couch isnt he?Child: Him wake up!Mother: No

32、 because he is sleeping. That wouldnt be very nice would it?Child: I want Daddy.Stage 4:Mother: What would you like for lunch? Sandwiches? Pasta?Child: Please, may, can I have ham?Mother: On sandwiches?Child: *nods*Mother: Whats the magic word?Child: Please!Mother: Do you want a cup of orange juice?

33、Child: *shakes head* Not that one. Can I have apple juice?Stage 5:Mother: Did you have a good day at school today?Child: Yeah, I played aeroplanes with Jake. I want to be an aeroplane driver when Im older.Mother: A pilot?Child: Yeah and fly to the moon.Mother: No thats an astronaut. Do you want to b

34、e a pilot or and astronaut?Child: I would like to be an astra-, astra-Mother: -naut.ScriptsStage 1:Child: Allgone! Holophrase to express a full sentence. They are operators whenmanipulating language this way.Mother: Yes, the milk is all gone.Child: Mummy, here. Only a statement as they dont have muc

35、h vocab or language forms that they can control.Mother: Mummys here.Child: Want more!Mother: Thats enough milk now.Child: No, more. Direct imperative.Mother: Look at dolly, shes sleeping.Child: Dolly, there? Intonation to ask question.Mother: Yes, dolly is in the bed.Child: Dolly bye-bye.Stage 2:Con

36、traction = passivelyChild: Wheres Daddy? Begin to ask questions usually beginning with where interrogative pronoun.Mother: Outside, look?Child: Outside hot. Able to describe characteristics.Mother: Yes its sunny.Child: Wassat? Holophrase.Mother: Its a book.Child: Big book. Able to describe concrete

37、nouns with descriptive adjectives.Mother: Good girl.Stage 3:Child: Daddy is sleeping? Intonation = passively. sleeping-able to use and understand continuous action.Mother: Uhuh Daddys sleeping on the couch isnt he? Parentese.Child: Him wake up! More complex command but words mixed up.Mother: No beca

38、use he is sleeping. That wouldnt be very nice would it?Child: I want Daddy. Complex want structured correctly = Subject + Verb + Object.Stage 4:Mother uses more complex sentences as child can understand them. Mother: What would you like for lunch? Sandwiches? Pasta? Prompting.Child: Please, may, can

39、 I have ham? Duplicate modal verbs. Indirect as replaces imperative with question as learning manners/rules of general conversation.Mother: On sandwiches?Child: *nods*Mother: Whats the magic word? Pragmatic.Child: Please!Mother: Do you want a cup of orange juice?Child: *shakes head* Not that one. Ca

40、n I have apple juice?Able to use gestures/signals. Negation.Stage 5:Mother: Did you have a good day at school today? Able to give information about his/her day. Knows time phrase for future.Child: Yeah, I played aeroplanes with Jake. I want to be an aeroplane driver when Im older.Mother: A pilot?Chi

41、ld: Yeah and fly to the moon. Expressing exactly and has knowledge i.e. actually knows about the moon.Mother: No thats an astronaut. Do you want to be a pilot or and astronaut?Child: I would like to be an astra-, astra- Able to use conditional tense. Trying to pronounce as it is a difficult word.Mot

42、her: -naut.Development of GrammarThe learning of grammar is an unnoticeable process and it happens very quickly. Over three or four years, children master the grammar of the language. When they attend their first school, they give the impression of having assimilated at least 3/4 of all grammar ther

43、e is to learn.Stages of Grammatical Growth: The earliest stage is hardly like grammar at all, as it consists of utterances of only one word long, for example dada or hi. Approximately 60% of these words have a naming function and 20% express and action. Most children of around 12-18 months go throug

44、h this stage, known as the holophrastic stage as they put the equivalent of a whole sentence into a single word. This next stage is more like real grammar from 18 months to 2 years. It is known as the two-word stage as the children put 2 words together to make one sentence structure. For example, ca

45、t jump which is subject + verb, or shut door which is verb + object. By the end of this stage we are left with the impression that children have learned several basic lessons about English word order. This next stage is filling simple sentence patterns by adding extra elements of clause structure an

46、d making the elements more complex. 3 elements for example Daddy got car and then 4 elements you go bed now, show this progress. Or the children start to ask questions like where Daddy put car?. This takes up much of the third year and is known as the telegraphic stage as simple words like determine

47、rs e.g. the, are left out but the sentence is still understood. At 3 years, sentences become much longer as the children string clauses together to express more complex thoughts and to tell simple stories. Children at this stage commonly use and or other linking words such as because, so, then etc.

48、At 4 years, the children are sorting out their grammar. For example most children at the age of 3 might say him gived the cheese to the mouses. However at 4 years they would say he gave the cheese to the mice. This explains that they have learnt the forms of the irregular noun mice and the verb gave

49、, and the pronoun he. After 4 years, there are still features of grammar to be used such as sentence-connecting features. This process will continue until early teens when the learning of grammar becomes more indistinguishable.Active with PassiveCrystal carried out an experiment testing whether chil

50、dren at certain ages used active or passive sentences. His study shows that at around 3 years old, none of the children produced a passive sentence. However as he tested older children they were beginning to use more passive sentences. At 7 years, the ability to use passives dramatically increased.

51、Foundation YearCrystal believes that language acquisition is not just about producing sounds, but also about being able to perceive sounds and understand the meaning of utterances that people make. He says that babies respond to different types of sounds by being able to distinguish between differen

52、t voices. Before the babies are 1 day old they can tell which is their mothers voice to someone elses voice. As well as contrasts in intonation and rhythm. The babies also show signs of comprehension between 2 and 4 months. They do this by responding to different adult tones of voice such as angry o

53、r soothing.Between 6 and 9 months, the child learns to recognise different utterances in situations for example clap hands or say bye-bye.Towards the end of the first years, the children show a sign of verbal learning whether it is names of people or objects. Therefore knowing the meaning of at leas

54、t 20 words by the end of the first year before even uttering a word. Overall Crystals theory was that children learn in amorphous stages by trial and error to successfully learn the language. They learn in stages of grammar, different types of questioning e.g. intonation and recognising the rhythms

55、of voices.JeanAitchisonJean Aitchison is a Rupert Murdoch Professor of Language and Communication in the Faculty of English Language and Literature at the University of Oxford. Idea that “l(fā)anguage has a biologically organized schedule”. Children everywhere follow a similar pattern. In their first fe

56、w weeks, babies mostly cry. As Ronald Knox once said: A loud noise at one end, and no sense of responsibility at the other. Crying exercises the lungs and vocal cords. But crying may once have had a further evolutionary purpose. Yelling babies may have reminded parents that their offspring exist: de

57、af ringdoves forget about their existing brood, and go off and start another.In 1987, she identified three stages that occur during a childs acquisition of vocabulary: labeling, packaging and network building.1. Labeling The first stage and involves making the link between the sounds of particular words and the objects to which they refer e.g. understanding that “mummy” refers to the childs mother. In other words, associating a name with something.2. Packaging This entails understanding a words range of meaning. This is when Over extension and Under extension become a hurdle in the de