language acquisition
language acquisiton
Language acquisition
Refers to the child’s acquisition of his mother tongue, i.e. how the child comes to understand and speak the language of his community.
as "Baby cry", Baby chair, Daddy hat "Hit ball". Most of these sentences consist of two words, each
word with its own single-pitch contour. Most of the words are contents words, like nouns, verbs and adjectives. As indicated in Fromkin & Rodman (1983: 330), at the two-word stage there are no syntactic or morphological markers; that is, no inflections for number, or person, or tense, and so on. Pronouns are rare, although many children do use "me" to refer to themselves, and some children use other pronouns as well.
对比分析指的是通过比较两种语言系统的异同来判断语言学习者可能遭遇的困难错误分析则是分析语言学习者的错误来探讨第二语言习得的现象secondlanguagelearningmodelsinputhypothesismainlydividedwhatextentslabehaviorismmodelemphasizedpositivereinforcementnurtureposition
新编简明英语语言学教程第二版戴炜栋10LanguageAcquisition
Language environment & the critical period hypothesis
▪ Two important factors: the linguistic environment children are exposed to and the age they start to learn the language.( P.147 Victor 12; Genie 13.5)
Theories of child language acquisition
▪ A behaviorist (行为主义者）viБайду номын сангаасw of language acquisition (Skinners)
▪ An innatist （语法天生主义者） view of language acquisition (Chomsky)
▪ The weak version holds that language learning will be more difficult and incomplete after puberty. (Support in Victor’s and Genie’s cases)
Stages in child language development
An interactionist view of language acquisition
▪ The interactionist 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 modified language which is suitable for the child’s capability is crucial in his language acquisition. (motherese 保姆式语言)
戴炜栋语言学-Language Acquisition
戴炜栋语言学-Language Acquisition●10.1 Introduction●语言习得(language acquisition）是指儿童习得母语的过程，即儿童是如何逐渐理解和说其社区语言的。
(Language acquisition refers to the child's acquisition of his mother tongue ,i. e. how the child comes to understand and speak thelanguage of his community.●10.2 Theories of child language acquisition儿童语言习得理论●10.2.1 A behaviourist view of languageacquisition 行为主义者眼中的语言习得观●传统的行为主义者把语言看作是一种行为，认为语言的学习只是一种模仿和习惯的养成。
(Traditional behaviorists view language as behavior and believethatlanguage learning is simply a matter of imitation and habit formation.●人物：B.F. Skinners●局限之处：The behaviorist theory of child language acquisition offers a reasonableaccount of how children acquire some of the regular and routine aspects of thelanguage, yet it fails to explain how they acquire more complex grammaticalstructures of the language.●10.2.2 An innatist view of language acquisition天赋主义者眼中的语言习得观●语言学家诺姆·乔姆斯基声称人天生具有语言能力，而且语言的发展与儿童的其他生物功能，如行走,是一样的。
新编简明英语语言学 Chapter 10 Language acquisition
Chapter 10 Language acquisition语言习得知识点：1.*Definition: language acquisition; overextention; telegraphic speech2.*Theories of child language acquisition: behaviorist view; innatist view; interactionist view3.Cognitive factors in child language development4.The Critical Period Hypothesis5.*Stages in child language development考核目标：识记：Definition: language acquisition; overextention; telegraphic speech领会：Cognitive factors in child language development; The Critical Period Hypothesis; Stages in child language development简单应用：Theories of child language acquisition: behaviorist view; innatist view; interactionist view一、定义nguage acquisition语言习得----refers to the child’s acquisition ofhis mother tongue, i.e. how the child comes to understand and speak the language of his community. 指儿童对其母语的习得，也就是儿童是如何逐渐理解和说其社区的语言。
对外汉语语言学习与习得[1]
![对外汉语语言学习与习得[1]](https://img.taocdn.com/s3/m/3af3f91bff00bed5b9f31d2c.png)
语言学习(language learning)
指在课堂环境下有专门的教 师指导，严格按照教学大纲和课 本，通过讲解、练习、记忆等活 动，有计划、有系统、也是有意 识的对语言规则的掌握。（如： 成年人学习第二语言）
语言习得(language 语言习得(language acquisition)
指在自然的语言环境中， 通过旨在沟通意义的言 语交际活动，不知不觉 地获得一种语言。（如： 儿童习得母语）
学习与习得的不同之处
学习的目的性非常强；习得是本能的要求。 学习主要在课堂，可能有目的语环境，也可能没有； 习得一般是在目的语环境。 学习的注意力集中在语言形式上；习得的注意力集 中在语言的功能和意义上。 在方法上，学习是在教师指导下，通过模仿、练习 来掌握语言；习得主要靠在自然的语言环境中的语 言交际活动。 学习花时间较少，效果不确定；习得需要大量时间， 一般效果比较好。
Байду номын сангаас
简言之：学习是有意识的规则的 掌握；习得是潜意识自然的获 得。
克拉申（S.Krashen）关于 学习与习得的主要观点及 其分析
• “意识说”：是否“有意识”地学习是学习和 习得的主要区别。 • “毫不相干说”：学习与习得虽然是不可缺少 的，但二者互相独立，毫不相干。 • 习得是首要的，学习实际上是辅助性的。 • 第二语言的习得不是在课堂上完成的。 • 监控假说 • 输入假说
第一语言习得与第二语言学习的不同之处
主体不同 环境和条件不同 方式方法不同 目的和动力不同 起点不同 语言输入的方式不同 掌握语言的过程不同
自考英语语言学Chapter_10_Language_Acquisition
Chapter 10 Language Acquisition语言习得一、本章纲要二、本章重点Language acquisition is concerned with language development in humans. In general, language acquisition refers to children’s development of their first language, that is, the native language of the community in which a child has been brought up. The development of a first or native language (L1)is called first language acquisition (FLA), and then second language acquisition (SLA). L1 and L2 development do not seem to involve identical processes. 语言习得关注的是人类语言能力发展。
语言习得一般指儿童母语的发展。
有些孩子除了习得母语外，还要继续习得第二语言或外国语。
习得母语或第一语言称为第一语言习得，除了母语再习得另一门语言或外语称为第二语言习得。
The study of language acquisition enables linguists, psychologists and applied linguists to better understand the nature of human language and developmental processes of language acquisition.1.First language acquisition第一语言习得Whatever their culture, all normal human beings acquire their native language at a given time of life and in an appropriate linguistic environment that provides sufficient language exposure.(2004, 2007, 判断) It is an established understanding among linguists that the capacity to acquire one’s first language is a fundamental human trait that all human beings are equally well possessed with.No one is more successful than others in acquiring a first language. Children follow a similar acquisition schedule of predictable stages along the route of language development across cultures, though there is an idiosyntactic variation in the amount of time that takes individuals to master different aspects of the grammar. 儿童在习得母语时虽然会有个性差异，但是正常儿童只要有正常的交际环境和正常的母语输入都可以成功地习得母语，他们习得母语的过程也非常相似。
语言学概论第十章Language Acquisition
LAD-language acquisition device
LAD 语言习得机制
Chomsky referred to the innate language ability as language acquisition device (LAD). The Language Acquisition Device (LAD) is a postulated “organ” of the brain that is supposed to function as a inborn device for language acquisition.
the innatist view（语法天生主义论）
proposed by Chomsky
According to the innatist view of language acquisition, human beings are biologically programmed for language.
Chapter 10 Language acquisition
名字。。。。。。
Definition:
Language acquisition----refers to the child’s acquisition of his mother tongue, i.e. how the child comes to understand and speak the language of his community.
Discussion!! How do children accomplish this? What enable children to learn words and string them together into meaningful sentence? What facilitate children to develop the grammatical system of their language? What help them to achieve the communicative competence using the language to express their various needs?
语言学概论第十章Language Acquisition课件
名字。。。。。。
学习交流PPT
1
Definition:
• Language acquisition----refers to the child’s acquisition of his mother tongue, i.e. how the child comes to understand and speak the language of his community.
it refers to first language not second languaT
2
• Children all over the world learn to speak at about the same time unless they suffer from extreme external deficiency.
• Traditional behaviorists view language as behavior and believe that language learning is simply a matter of imitation and habit formation.
Imitation Recognition Reinforcement
Behaviorist view
Innatist view
Three main different theories concerning how
language is learned
学习交流PPT
7
the behaviorist（行为主义论）
• proposed by B.F.Skinners(斯 金纳)
language acquisition device 普遍语法
Language Acquisition Device 普遍语法第一部分：理解语言习得设备（LAD）语言习得设备（Language Acquisition Device，简称LAD）是由美国心理学家诺姆·乔姆斯基（Noam Chomsky）提出的概念。
这个概念揭示了人类天生具备学习语言的能力，而这种能力并非完全依赖于外部环境。
以下是对语言习得设备的初步了解：1. LAD的定义- LAD是指存在于人类大脑中的一种生物学机制，使婴儿能够轻松、迅速地学习并掌握语言。
这一概念强调了人类对语言的生物学基础，认为语言能力是人类天生的。
2. 乔姆斯基的贡献- 乔姆斯基通过提出LAD概念，挑战了传统行为主义对语言习得的解释。
他认为，人类天生具备一种内在的语言结构，这有助于解释为什么儿童能够在语言环境中迅速学会语言。
第二部分：普遍语法的概念普遍语法是乔姆斯基提出的另一个重要概念，与LAD密切相关。
它描述了语言习得设备中存在的一种普遍的语法结构，超越了具体语言的差异。
以下是对普遍语法的一些关键理解：1. 普遍语法的本质- 普遍语法是一种存在于人类大脑中的语法结构，是LAD的一部分。
它认为人类天生就具备了一套语言结构的共同特征，这些特征适用于所有自然语言。
2. 语言的生成性- 普遍语法强调语言的生成性，即人类可以通过有限的语法规则生成无限数量的句子。
这使得人类能够创造新的表达方式而不仅仅是复制已有的语言模式。
第三部分：LAD和普遍语法在语言习得中的作用LAD和普遍语法是理解语言习得过程中关键的概念。
它们共同推动了儿童在语言环境中的迅速学习。
以下是它们在语言习得中的具体作用：1. 无意识的语法学习- LAD使儿童能够在毫不费力的情况下学习语法，即使在没有形式化教育的情况下，他们也能掌握语言的复杂结构。
2. 对语言结构的感知- LAD帮助儿童感知并理解语言结构的普遍性，使他们能够适应不同语言的共同特征。
3. 避免过度依赖环境- LAD的存在使语言习得不完全依赖外部环境。
英语语言学概论第十章笔记
Chapter 10 Language Acquisition 语言习得1.First language acquisition 第一语言习得a)The biological basis of language acquisition 语言习得的生物基础Language acquisition is a genetically determined capacity that all humans are endowed with. Human is biologically programmed to acquire at least one language.Any child who is capable of acquiring some particular human language is capable of acquiring any human language spontaneously and effortlessly.语言习得是全人类均具备的通过遗传而得来的能力。
人生来就具备一种天赋，或一种生物机制，使他们至少能习得一种语言。
儿童只要能习得某种人类语言，它就能本能而轻松地习得任何人类语言。
b)Language acquisition as the acquisition of grammatical rules 语言习得即语法规则的习得Language acquisition is primarily the acquisition of the grammatical system of language. It doesn’t mean that every specific rule allowed by the grammatical system of a language must be acquired. What is actually acquired by young children are some general principle that are fundamental to the grammaticality of speech.语言习得主要是语言的语法体系的习得。
unit 10 Language acquisition
Critical Period Hypothesis
• Eric Lenneberg argues 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.
CPH
• The critical period hypothesis is the subject of a long-standing debate in linguistics and language acquisition over the extent to which the ability to acquire language is biologically linked to age. The hypothesis claims that there is an ideal 'window' of time to acquire language in a linguistically rich environment, after which this is no longer possible. • The critical period hypothesis states that the first few years of life is the crucial time in which an individual can acquire a first language if presented with adequate stimuli. If language input doesn't occur until after this time, the individual will never achieve a full command of language
语言习得
姓名：闵楠学号：1101010513学院：英文学院语言习得（Language acquisition）——儿童英语学习的最佳途径习得，一般指幼儿在自然的语言环境中，通过言语交际活动，不知不觉地获得第一语言（通常是母语）的过程。
内在主义的代表人物乔姆斯基指出，人类先天具有一种习得语言的特殊能力，表现为儿童头脑中有一种受遗传因素决定的“语言习得机制”，这一特殊机制脱离人类的其他功能而独立存在，甚至跟智力没有关系，在十二岁以前发生作用。
说得浅显一点，语言不是靠“学习”获得的，只要语言输入中有足够的正面证据，任何一个正常人都能习得语言。
人大脑中有一个专门负责学语言的区域，即布罗卡区。
布罗卡区在2-4岁时开始快速发育，12岁之后，绝大部分人的“布罗卡”区会关闭，此时再学外语，大脑已无法把外语直接贮存在布罗卡区，而是存储在记忆区，运用时就不再那么自如灵活了。
这时当你再产生思维想表达的时候，不是直接从母语区反射出来，而是要绕到记忆区，然后在记忆区提取信息进行表达，也就是传统的“英汉互译”。
所以，要想学好外语，就该充分利用语言学习敏感期。
所以，让孩子从3、4起，最迟在12岁以前就开始学英语非常重要。
语言习得通常要经历以下几个阶段：第一阶段：沉默期语言学家克拉申研究发现：儿童在习得母语时，要经历为期大约一年的“听”的过程(沉默期)，然后才开口说出第一个词。
这一规律同样适用于第二语言习得，沉默期的长短因人而异。
在英语教学中，针对处于语言沉默期的孩子，老师需要尽量营造全英语的环境，多与孩子进行交流，培养孩子的语感。
不能期望孩子迅速开口说英语，给孩子施加学习压力。
多一点耐心，多一点鼓励，与孩子一起走过沉默期，大胆开口说英语。
第二阶段：语法干扰期从沉默期走出来的孩子，刚学会应用第二语言，不习惯第二语言的规则，往往表达容易出错。
语法干扰期是是儿童掌握语法规则、建立语感的必经阶段。
在英语教学中，当孩子会积极主动说一些英语词组或短句子的时候，即便说得并不流利，经常出错，也没关系，一定不能苛求完美，致使孩子因为怕说错而不敢说。
新编简明英语语言学 Chapter 10 Language acquisition
Chapter 10 Language acquisition语言习得知识点：1.*Definition: language acquisition; overextention; telegraphic speech2.*Theories of child language acquisition: behaviorist view; innatist view; interactionist view3.Cognitive factors in child language development4.The Critical Period Hypothesis5.*Stages in child language development考核目标：识记：Definition: language acquisition; overextention; telegraphic speech领会：Cognitive factors in child language development; The Critical Period Hypothesis; Stages in child language development简单应用：Theories of child language acquisition: behaviorist view; innatist view; interactionist view一、定义nguage acquisition语言习得----refers to the child’s acquisition ofhis mother tongue, i.e. how the child comes to understand and speak the language of his community. 指儿童对其母语的习得，也就是儿童是如何逐渐理解和说其社区的语言。
Chapter 10 language acquisition
Definition of Language acquisition
Language acquisition----refers to the child’s acquisition of his mother tongue, i.e. how the child comes to understand and speak the language of his community.
Language environment & the critical period hypothesis
Two important factors: the linguistic environment children are exposed to and the age they start to learn the language. In behaviorist approach, language environment plays a major role in providing both language models to be imitated and necessary feedbacks.
Vocabulary development
1) Under-extension: When a child learns a new word, he may well under-extend it or overextend it.
e.g. white --- (snow or paper??)
An interactionist view of language acquisition
关于一语习得、二语习得和外语学习的理论探讨
322020年07期总第499期ENGLISH ON CAMPUS关于一语习得、二语习得和外语学习的理论探讨文/宁天舒一、前言语言习得(Language Acquisition)与外语学习(ForeignLanguage Learning)都是人类对于语言的学习。
语言习得通常包括第一语言习得和第二语言习得。
近年来，国内外出现了一大批关于一语习得、二语习得和外语学习间的比较研究。
Van Patten、Calvo Cortés等人在一语、二语和外语的定义、习得/学习者主体特征、习得/学习的语言生态环境、学习方式、动机、习得/学习结果等方面做了理论探讨；Schuetze通过实验研究了一语和二语的异同，以及在二语习得环境中的二语习得和在外语环境中学习外语的问题。
这些研究，绝大多数都在比较中探寻语言习得或学习主体的内在机理和外部条件。
本文将概括性地对其特征及其相关性的理论解释作简要的比较，以期对外语教学给出一些有直接指导意义和有较强应用价值的理论借鉴。
二、一语习得、二语习得和外语学习的理论性分析1.普遍语法原则——参数论。
在众多有关语言习得的理论解释中，影响最大的莫过于Chomsky 普遍语法原则——参数论。
这种理论解释的核心思想是：人的语言是人类遗传基因规定的语言习得机制在后天环境作用下发展形成的。
一语习得起始的初始状态(initial state)的人脑和二语习得起始的已经进入稳定态(steady state)的人脑肯定不相同，先天初始的普遍语法和参数化后的普遍语法肯定也不相同。
因此，不能把习得一语的参数化过程简单地照搬到二语习得上，更不能照搬到外语学习上。
2.相通性。
无论一语还是二语或者外语，既然习得和学习的目标都是语言，三者之间势必会有一些相通的地方。
其中最主要表现是，语言能力的获得是一种人体机能的发展变化过程，是人脑特定脑区的神经组合及相关的语言认知器官发育成熟的过程，最终形成程序性(Procedural)的语言能力和下意识的语言行为。
英语语言学概论第十章笔记
Chapter 10 Language Acquisition 语言习得1.First language acquisition 第一语言习得a)The biological basis of language acquisition 语言习得的生物基础Language acquisition is a genetically determined capacity that all humans are endowed with. Human is biologically programmed to acquire at least one language.Any child who is capable of acquiring some particular human language is capable of acquiring any human language spontaneously and effortlessly.语言习得是全人类均具备的通过遗传而得来的能力。
人生来就具备一种天赋，或一种生物机制，使他们至少能习得一种语言。
儿童只要能习得某种人类语言，它就能本能而轻松地习得任何人类语言。
b)Language acquisition as the acquisition of grammatical rules 语言习得即语法规则的习得Language acquisition is primarily the acquisition of the grammatical system of language. It doesn’t mean that every specific rule allowed by the grammatical system of a language must be acquired. What is actually acquired by young children are some general principle that are fundamental to the grammaticality of speech.语言习得主要是语言的语法体系的习得。
语言学导论- 语言习得PPTLanguage Acquisition
•
eg. ‘present relevance’ & the perfect tense
• The cognitive factors determine how the child makes sense of the linguistic system himself instead of what meanings the child perceives and expresses. • eg. three stages in the process of learning the
• Language acquisition refers to the child’s acquisition of his mother tongue.
e.g. how the child comes to understand and speak the language of his community.
negative form.
10.4 Language environment and the Critical Period Hypothesis
• All child language acquisition theories talk about the roles of two factors to different degrees: the linguistic environment children are exposed to and the age they start to learn the language.
• Practice: repetitive manipulation of one structure / pattern
e.g. I can handle it, Hannah can handle it. WE can handle it.
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
3. First words • By this time, children have learned that sounds are related to meanings, and they are producing their first words. • Most children seem to go through the one word = one sentence stage. These oneword ―sentences‖ are called holophrastic sentences.
•
3. Children learn to understand
• •
sentences they have never heard before. 4. Children must therefore construct the ―rules‖ that permit them to use their language creatively. 5. No one teaches them these rules. Children, then, seem to act like efficient linguists equipped with a perfect theory of language, and they use this theory to construct the grammar of the language they hear.
5. From Telegraph to Infinity
• A child‘s mean length of utterance (MLU) rather than chronological age is thus used in the study of language development. • Can stand up table • What that? • He play little tune • Andrew want that • No sit there
• During this same period, the vocalizations produced by deaf babies are qualitatively different from those produced by hearing infants; they are unsystematic, nonrepetitive, and random. In parallel, the manual gestures produced by hearing babies differ greatly from those produced by deaf infants exposed to sign language. • Pettito‘s view is that humans are born with a predisposition to discover the units that serve to express linguistic meanings, and that at a genetically specified stage in neural development, the infant will begin to produce these units, sounds or gestures, depending on the language input the baby receives.
I. Stages in Language Acquisition
• 1. The First Sounds • The stages of language acquisition can be divided into prelinguistic and linguistic stages. • The early view that the neonate is born with a mind that that is like a blank slate is countered by the evidence showing that infants are highly sensitive to certain subtle distinctions in their environment and not to others. That is, the mind appears to be ―prewired‖ to receive only certain kinds of information.
• Newborn infants respond to phonetic contrasts found in some human languages even when these differences are not phonemic in the language spoken in the baby‘s home. • However, babies will not respond to sound signals that never signal phonemic contrasts in any human language, such as sounds that are intermediate between say [pa] and [ba].
2. Babbling
• One view suggests that it is during this period that children are learning to distinguish between the sounds of their language and the sounds that are not part of the language. • It was once thought that deaf infants produced babbling sounds similar to those of normal children. This would suggest that the sounds produced do not depend on the presence of auditory input or that they are a first stage in language acquisition.(Laura Petitto and her colleagues of McGill Unviersity )
• 4. The two-word stage • Around the time of their second birthday, children begin to put two words together. At first these utterances appear to be strings of two of the child‘s earlier holophrastic utterances, each word with its own single-pitch contour. Soon, they begin to form actual two-word sentences with clear syntactic and semantic relations. The intonation contour of the two words extends over the whole utterance rather than being separated by a pause between the two words.
• allgone sock hi Mommy • byebye boat more wet • it ball dirty sock • here pretty Katherine sock • no inflections for number, person, tense, and so on. Pronouns are rare.
J.P.‘s mother reports that before April he also had used the words [bu] for ―book‖, [ki] for ―kitty‖, and [tsi] for ―tree‖ but seemed to have ―lost‖ them.
• J.P. at 16 months:
[ aw] ―not‖ ―no‖ ―don‘t‖ [b ]/[m ] ―up‘ [sa] ―sock‖ [aj]/[ j] ―light‖ [baw]/[daw] ―down‖ [s:] ―aerosol spray‖ [sju:] ―shoe‖ [sr] ―shirt‖ ―sweater‖ [ma] ―mommy‖ [dæ] ―daddy‖
• J.P.‘s early sentences were similar: • Age in Months • 25 months [ dan I tsI ] ―don‘t eat (the) chip‖ • [bwa tat ] ―(the) block (is on) top‖ • 26 months [mamis tu hæs] ―Mommy‘s two hands‖ • [dadi go] ―where‘s Daddy?‖ • 27 months [ aj gat tu djus] ―I got two (glasses of) juice‖ • [do baj mi] ―Don‘t bite (kiss) me‖ • 28 months [ aj gat pwe dis] ―I(‗m) play(ing with) this‖ • [mamis tak mεns] ―Mommy talk(ed to the) men‖
• Children can learn any human language to which they are exposed. • From around six months, babies begin to lose the ability to discriminate between sounds that are not phonemic in their language.