戴炜栋《新编简明英语语言学教程》笔记和课后习题(含考研真题)详解(语言习得)【圣才出品】

第10章语言习得

10.1 复习笔记

本章要点：

1. Theories of child language acquisition

儿童语言习得的理论

2. Cognitive development in child language development

儿童语言发展中的认知因素

3. Language environment and the Critical Period Hypothesis

语言环境和临界期假说

4. Stages in child language development

儿童语言发展的阶段

5. Atypical development

非典型发展

本章考点：

行为主义者预言习得观；语法天生主义者的习得观；语言环境和临界期假说。本章内容索引：

I. Theories of child language acquisition

1. A behaviourist view of language acquisition

2. An innatist view of language acquisition

3. An interactionist view of language acquisition

II. Cognitive development in child language development

III. Language environment and the Critical Period Hypothesis

IV. Stages in child language development

1. Phonological development

2. Vocabulary development

3. Grammatical development

4. Pragmatic development

V. Atypical development

I. Theories of child language acquisition（儿童语言习得的理论）

1. A behaviourist view of language acquisition（行为主义者的语言习得观）

(1) Main content（主要观点）

①A behaviourist view of language acquisition Traditional behaviorists view language as behavior and believe that language learning is simply a matter of imitation and habit formation. A child imitates the sounds and patterns of the people around him; people recognize the child’s attempts and reinforce the attempts by responding differently, the child repeats the right sounds or patterns to get the reward(reinforcement)

②So imitation and practice are preliminary, discrimination and generalization are key to language development in this theory. Imitation: word for word repetition of all or part of an utterance.

①传统的行为主义者把语言看作是行为，并且相信语言学习仅仅只是一个模仿和习惯形成的问题。儿童模仿其周围的人的声音和模式;人们识别儿童的努力，并且通过不同的反应来强化这种努力，儿童重复正确的语音或模式来获得奖励(强化)。

②在这个理论中，模仿和实践是基本的，进行区别和总结对于语言的发展至关重要。

(2) Significance（意义）

The behaviorist theory of child language acquisition offers a reasonable account of how children acquire some of the regular and routine aspects of the language, yet how they acquire more complex grammatical structures of the language requires a different explanation.

行为主义者关于儿童语言习得的理论为儿童是如何习得一些语言规则和惯例的方面提供了合理的解释。然而，要了解他们是如何习得更为复杂的语言语法结构的则需要一个不同的解释。

2. An innatist view of language acquisition（语法天生主义者的语言习得观）

【考点：名词解释，概念阐述】

(1) Definition（定义）

Noam Chomsky claims that human beings are biologically programmed for language and that the language develops in the child just as other biological functions, such as walking.

诺姆·乔姆斯基声称人天生就具有语言能力，而且语言的发展是和儿童的其他生物功能

的发展一样的，如行走。

(2) Development（发展）

Originally Chomsky referred to this innate ability as Language Acquisition Device, (also known as LAD).

Later Chomsky prefers this innate endowment as Universal Grammar(UG) and holds that if children are pre-equipped with UG, then what they have to learn is the ways in which their own language makes use of these principles and the variations on those principles which may exist in the particular language they are learning.

最初，乔姆斯基把这种天生的能力称为语言习得机制。

后来，乔姆斯基偏向于将这种内在天赋称为普遍语法(UG)，并且认为，如果儿童天生具备UG，那么，他们所要学习的，就是他们的语言运用这些原则的方式和他们正在学习的特定语言中可能存在的那些原则的变体。

(3) Main content（主要观点）

The innatists argue that children could not discover the rules of reflexive pronouns by trial and error. Instead children’s acquisition of these grammatical rules is guided by principles of an innate UG. Different languages have different rules about reflexives, and children seem to be able to “know” the rules by being exposed to a limited number of examples.

语法天生主义者认为，儿童并不能通过试用和错误发现反身代词的规则。相反，儿童对于这些语法规则的习得是受内在UG原则的指导的。不同的语言有不同的反身代词规则，而且通过接触有限的例子，儿童似乎就能够“知道”这些规则。

3. An interactionist view of language acquisition（互动主义者的语言习得观）

The interaetionist view holds that language develops as a result of the complex interplay between the human characteristics of the child and the environment in which the child develops. Integrated with the innatist view，the interactionist further claims that the modi fied language which is suitable for the child’s capability is crucial in his language acquisition.

互动主义者观认为语言的发展是儿童身上人类的特点与儿童发展所在的环境之间复杂的相互作用的结果。与语法天生主义者观构成一个整体，互动主义者进一步声称适合儿童能力的经过限定的语言在他的语言习得中是至关重要的。

II. Cognitive factors in child language development（儿童语言发展中的认知因素）The cognitive factors relate to language acquisition mainly in two ways.

1. Language development is dependent on both the concepts children form about the world and what they feel stimulated to communicate at the early and later stages of their language development.

2. The cognitive factors determine how the child makes sense of the linguistic system himself instead of what meanings the child perceives and expresses. Many careful studies of children’s acquisition sequences and errors in various languages have revealed that children have some “operating principles” for making sense of language data.

认知因素与语言习得主要在两种方式上相关。

1．语言发展既依赖于儿童对周围世界形成的概念，也依赖于在他们语言发展的早期和晚期所感到的剌激他们进行交际的事物。

2．认知因素决定了儿童如何自己弄清语言系统的意义，而不是儿童所感受和表达的意义。在不同语言中的许多对儿童的习得序列和错误的仔细研究已经揭示出，儿童具有某些"操作原则"来找出语言数据的意义。

III. Language environment and the Critical Period Hypothesis（语言环境和临界期假说）【考点：名词解释】

1. Definition（定义）

Eric Lenneberg, a biologist, argued that the LAD, like other biological functions, works successfully only when it is stimulated at the right time—a specific and limited time period for language acquisition—which is referred to as the Critical Period Hypothesis(CPH).

生物学家艾利克·列里伯格认为LAD像其他生物功能一样，只有在恰当的时间——语言习得的一个特定的有限的时间段，受到刺激才能成功运行。这指的就是临届期假说(CPH ) 。

2. Content（内容）

There are two versions of the CPH. While the strong one suggests that children must acquire their first language by puberty or they will never be able to learn from subsequent exposure.

The weak holds that language learning will be more difficult and incomplete after puberty.

People now have reached the consensus that there is a critical period for first language acquisition.

CPH有两个版本。强版认为儿童必须在青春期之前习得第一语言，否则在以后的语言