英语专业语言学课件Chapter_10_Language_acquisition (2)
Chapter 10language acquisition
4. Second language acquisition
• 1. Acquisition vs. learning • 2. Transfer and interference • 3. Error analysis and the natural route of SLA development • 4. Inter-language and fossilization • 5. The role of input • 6. The role of formal instruction • 7. Individual learner factors
Language aptitude
• Components of language aptitude Phonetic coding ability Grammatical sensitivity Inductive language learning ability Rote learning ability
grammatical system
• • • • 1. The development of phonology 2. The development of syntax 3. The development of morphology 4. The development of vocabulary and semantics
Chapter 10 Language Acquisition
• 1. First language acquisition
1.1 The biological basis of language acquisition 1.2 Language acquisition as the acquisition of grammatical rules 1.3 The role of input and interaction 1.4 The role of instruction 1.5 The role of correction and reinforcement 1.6 The role of imitation
英语语言学完整版
Displacement
----Language can be used to refer to things, which are not present: real or imagined matters in the past, present or future, or in far-away places. A gibbon never utters a call about something he ate last year There is something special about the bee dance though. Bees communicate with other bees about the food sources they have found when they are no longer in the presence of the food. In this sense, the bee dance has a component of displacement. But this component is very insignificant. For the bees must communicate about the food immediately on returning to the hive. They do not dance about the food they discovered last month nor do they speculate about future discoveries.
Language is arbitrary
Arbitrary---- no intrinsic connection between the word and the thing it denotes, e.g. “pen” by any other name is the thing we use to write with.
新编简明英语语言学教程 第二版 戴炜栋10 Language Acquisitionppt课件
The innatist view emphasizes more on children’s internal processing of the language items to be learnt. The environment functions as a stimulus that triggers and activates the pre-equipped UG to process the materials provided by the linguistic environment around the children. The interactionist view calls for the quality of the language samples available in the linguistic environment, only when the language is modified and adjusted to the level of children’s comprehension, do they process and internalize the language items.
An innatist view of language acquise innatist view of language acquisition, human beings are biologically programmed for language and that the language develops in the child just as other biological functions such as walking.
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。
英语语言学
Chapter 10 Language Acquisition1. Try to explain the terms:Language acquisitionLanguage Acquisition DeviceCritical Period Hypothesis,答：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 Acquisition Device, (also known as LAD). The LAD was described as an imaginary “black box” existing somewhere in the human brain. The “black box” is said to contain principles that are universal to all human languages. Children need access to the samples of a natural language to activate the LAD, which enables them to discover his language's structure by matching the innate knowledge of basic grammatical system to that particular language.Closely related to the external language environment, age is another factor that is worth mentioning in first language acquisition. Observed that children's ability to develop normal behaviors and knowledge in environments does not continue indefinitely end that children who have never learned language (for various reasons) cannot return to normal if these deprivations go on for too long, 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). 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.2. Among the language acquisition theories mentioned in this chapter, which one do you think is more reasonable and convincing? Explain why.答：The language acquisition theories mentioned in this chapter have different emphasis on different aspects. Behaviorists view sounds reasonable in explaining the routine aspects, the innatist accounts most plausible in explaining children's acquiring complex system, and the interactive description convincing in understanding how children learn and use the language appropriately from their environment. In my opinion, behaviorists view is more reasonable and convincing because language acquisition is a process of enforcing and reinforcing. Only through this process can a person learn a language well.3. Which of the following statements are TRUE and which are FALSE? Why?a) All normal children have equal ability in learning their first language.b) It is easy for parents to teach their children grammar.c) The young child is not taught to speak, or to understand his language. There is no formal learning of grammar or pronunciation practice.d) At first children do not inflect nouns or verbs.e) Children learn their native language well whenever they start and whatever kinds of language samples they receive.f) For a child to acquire his mother tongue the most basic requirement is that he hears people speaking this language. He will then begin to learn the language.g) Phonology and grammar are finite, tightly structured systems, the child must master them before puberty in order to be a native speaker of the language.答：a) True, because of LAD.b) False, because children's grammatical development is gradual and some subtle grammatical distinctions may not be mastered much before the age of ten.c) True, because his language is acquired.d) True, because at the very beginning, children's language is totally about content.e) False, because of CPH.f) True, because when a child acquires his native language he needs language environment.g) True, because of CPH.4. Each of the following utterances comes from the speech of a child in the two-word state. Identify the semantic relation expressed by each of these utterancesIntended meaning Child’s utterancea) Jimmy is swimming? Jimmy swimb) Ken’s book Ken bookc) Daddy is at his office. Daddy officed) You push the babies. Push babye) Mommy is reading. Mommy read答：(略)Chapter 11 Second Language Acquisition1. To what extent is second language learning similar to first language learning? Can you list some proof from your own learning experiences?答：(1) From a theoretical point of view, the new findings and advances in first language acquisition especially in learning theories and learning process are illuminating in understanding second language acquisition. The techniques used to collect and analyze date in first language acquisition also provide insights and perspectives in the study of second language acquisition. For example, we started to learn our native language from listening, and then speaking.(2) (略)2. Try to observe yourself and pay attention to your own learning experience, what conclusions can you reach about the role of Chinese in your English learning? On what occasions are you more likely to use or depend on Chinese in learning or using English?答：(略)3. Identify the errors in the following sentences and trace the possible cause for each error.a) Please do not hinder my work.b) –– Would you mind lending me your tape-recorder?–– Yes, certainly.c) During the meeting we discussed about the research project.d) Alison is in poor health. She is easy to catch cold.e) Tile light can impress the film and in this way to fix the image of the film.f) The scenery is too beautiful to describe it.答：a) Please do not hinder me in my work.(negative transfer)b) –– Would you mind lending me your tape-recorder?–– No, I don't.(negative transfer)c) During the meeting we discussed the research project.(overgeneralization)d) Alison is in poor health. She catches cold easily.(overgeneralization)e) The light can impress the film and in this way can fix the image of the film.(negative transfer)f) The scenery is too beautiful to describe.(cross-association)4. Based on your own experience, give at least three examples which are related to overgeneralization and performance errors.答：Overgeneralization: * I losed the game.* There are ten sheeps.* I was devoted to do this job.5. What kind of a language learner you are? Have you ever thought of why and how you learn English?答：(略)6. List the learning strategies you use frequently, and then compare that with the strategy listed in 11. 8.答：(略)7. Identify personality factors that may contribute to the success of learning a second/foreign language.答：The personality traits such as extroversion, talkativeness, self-esteem, self-confidence may contribute to the success of learning a second/foreign language.。
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)
英语语言学
Chapter 10 Language Acquisition1. Try to explain the terms:Language acquisitionLanguage Acquisition DeviceCritical Period Hypothesis,答：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 Acquisition Device, (also known as LAD). The LAD was described as an imaginary “black box” existing somewhere in the human brain. The “black box” is said to contain principles that are universal to all human languages. Children need access to the samples of a natural language to activate the LAD, which enables them to discover his language's structure by matching the innate knowledge of basic grammatical system to that particular language.Closely related to the external language environment, age is another factor that is worth mentioning in first language acquisition. Observed that children's ability to develop normal behaviors and knowledge in environments does not continue indefinitely end that children who have never learned language (for various reasons) cannot return to normal if these deprivations go on for too long, 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). 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.2. Among the language acquisition theories mentioned in this chapter, which one do you think is more reasonable and convincing? Explain why.答：The language acquisition theories mentioned in this chapter have different emphasis on different aspects. Behaviorists view sounds reasonable in explaining the routine aspects, the innatist accounts most plausible in explaining children's acquiring complex system, and the interactive description convincing in understanding how children learn and use the language appropriately from their environment. In my opinion, behaviorists view is more reasonable and convincing because language acquisition is a process of enforcing and reinforcing. Only through this process can a person learn a language well.3. Which of the following statements are TRUE and which are FALSE? Why?a) All normal children have equal ability in learning their first language.b) It is easy for parents to teach their children grammar.c) The young child is not taught to speak, or to understand his language. There is no formal learning of grammar or pronunciation practice.d) At first children do not inflect nouns or verbs.e) Children learn their native language well whenever they start and whatever kinds of language samples they receive.f) For a child to acquire his mother tongue the most basic requirement is that he hears people speaking this language. He will then begin to learn the language.g) Phonology and grammar are finite, tightly structured systems, the child must master them before puberty in order to be a native speaker of the language.答：a) True, because of LAD.b) False, because children's grammatical development is gradual and some subtle grammatical distinctions may not be mastered much before the age of ten.c) True, because his language is acquired.d) True, because at the very beginning, children's language is totally about content.e) False, because of CPH.f) True, because when a child acquires his native language he needs language environment.g) True, because of CPH.4. Each of the following utterances comes from the speech of a child in the two-word state. Identify the semantic relation expressed by each of these utterancesIntended meaning Child’s utterancea) Jimmy is swimming? Jimmy swimb) Ken’s book Ken bookc) Daddy is at his office. Daddy officed) You push the babies. Push babye) Mommy is reading. Mommy read答：(略)Chapter 11 Second Language Acquisition1. To what extent is second language learning similar to first language learning? Can you list some proof from your own learning experiences?答：(1) From a theoretical point of view, the new findings and advances in first language acquisition especially in learning theories and learning process are illuminating in understanding second language acquisition. The techniques used to collect and analyze date in first language acquisition also provide insights and perspectives in the study of second language acquisition. For example, we started to learn our native language from listening, and then speaking.(2) (略)2. Try to observe yourself and pay attention to your own learning experience, what conclusions can you reach about the role of Chinese in your English learning? On what occasions are you more likely to use or depend on Chinese in learning or using English?答：(略)3. Identify the errors in the following sentences and trace the possible cause for each error.a) Please do not hinder my work.b) –– Would you mind lending me your tape-recorder?–– Yes, certainly.c) During the meeting we discussed about the research project.d) Alison is in poor health. She is easy to catch cold.e) Tile light can impress the film and in this way to fix the image of the film.f) The scenery is too beautiful to describe it.答：a) Please do not hinder me in my work.(negative transfer)b) –– Would you mind lending me your tape-recorder?–– No, I don't.(negative transfer)c) During the meeting we discussed the research project.(overgeneralization)d) Alison is in poor health. She catches cold easily.(overgeneralization)e) The light can impress the film and in this way can fix the image of the film.(negative transfer)f) The scenery is too beautiful to describe.(cross-association)4. Based on your own experience, give at least three examples which are related to overgeneralization and performance errors.答：Overgeneralization: * I losed the game.* There are ten sheeps.* I was devoted to do this job.5. What kind of a language learner you are? Have you ever thought of why and how you learn English?答：(略)6. List the learning strategies you use frequently, and then compare that with the strategy listed in 11. 8.答：(略)7. Identify personality factors that may contribute to the success of learning a second/foreign language.答：The personality traits such as extroversion, talkativeness, self-esteem, self-confidence may contribute to the success of learning a second/foreign language.。
语言学第10章
10.2.3 An Interactionist Viewures:Lev Vygotsky, Krashen • Children’s language development results from the interaction between the learner and language environment, assisted by innate cognitive processes
10.4. language environment and the Critical Period Hypothesis
• The Critical Period Hypothesis was first proposed by Montreal neurologist Wilder Penfield and co-author L. Roberts in 1959 . • Linguist Eric Lenneberg (1964) stated that the crucial period of language acquisition ends around the age of 4-5 years. He claimed that if no language is learned before then, it could never be learned in a normal and fully functional sense.
10.2 Theories of child language acquisition
• It is important to note that language
acquisition theories have been influenced especially by linguistic and psychological schools of thought. Thus they have given relatively changing weights on different factors in approaching the acquisition process .
Chapter 10 Language Acquisition
Chapter 10 Language AcquisitionLanguage 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.Theories of child language acquisitionA behaviorist view of language acquisition 行为主义论▪Habit-forming–Imitation, practice ◊ preliminary–Discrimination, generalization ◊key to language development▪Burrhus Frederick Skinner (1904-1990)–American psychologist. A leading behaviorist, Skinner influenced the fields of psychology and education with histheories of stimulus-response behavior. His books includeWalden Two(1961) and Beyond Freedom and Dignity(1971).▪Only some regular and routine aspects of languageAn innatist view of language acquisition 语言天赋论▪Noam Chomsky: biologically programmed▪Language Acquisition Device ◊ LAD–Principles be activated by the access to natural language samples ◊ Universal Grammar (UG)–One language: particular use of the principles▪Logical problem:–children can discover the underlying rules with confusing information and without guidance and correction–An interactionist view of language acquisition 身心交感论▪The complex interplay between the human characteristics of the child and environment in which the child develops.▪Special speech: motherese, child directed speech, caretaker talk.▪Comprehensible language samples: right level conversation can facilitate FLA▪In addition to the “motherese”or “caretaker talk”, parents provide children with direct linguistic training by correcting ill-formed utterances, i.e. to offer “feedback”and “recasts”.▪Such recasts provide the children with potentially useful information –adding a missing verb, changing the form of a pronoun and so on.语言习得语言学中指儿童如何掌握本族语的过程。
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
language acquisition 英语专业语言学PPT
Differences between L1 Acquisition and L2 Learning
But L2 learning is different. The bulk of the evidence indeed comes from sentences the learner hears—positive evidence from linguistic input. But the L2 learners also has the L1 available to them. Negative evidence can be used to work out what does not occur in L2 but might be expected to occur if it were like L1.
The Critical Period Hypothesis
(Brown 123) Scovel finds no evidence to support a critical period for the acquisition of syntax or lexicon. “Joseph Conrad effect” shows adults can master certain aspects of a foreign language even well into adulthood.
Universal Grammar (UG)
Chomsky and those working in a broadly Chomskyan framework note various factors which they claim support the idea that humans are innately (genetically) endowed with universal language-specific knowledge, or what Chomsky calls Universal Grammar (UG).
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。
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.
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Innate behaviors . . .
1. Maturationally controlled, emerging before they are critically needed 2. Do not appear as the result of a conscious decision. 3. Are relatively unaffected by direct teaching and intensive practice. 4. Follow a regular sequence of “milestones” in their development. 5. Generally observe a critical period for their acquisition
“Universal Grammar”
Humans then learn to specialize this “universal grammar” (UG) for the particulars of their language.
Wቤተ መጻሕፍቲ ባይዱrd order, syntactic rule preferences Phonetic and phonological constraints Lexicon Semantic interpretations Pragmatic ways to converse
Chapter 10 Language Acquisition
Brain-storming We are not born speaking! Language must be acquired. If we think of all that is entailed in knowing a language, it seems quite a challenge.
Cognitive factors in child language development
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. (the acquisition of perfect tense and the concept of present relevance) 2) The cognitive factors determine how the child makes sense of the linguistic system himself instead of what meanings the child perceives and expresses. (the acquisition of negative form)
An innatist view of language acquisition
According to the innatist view of language acquisition, human beings are biologically programmed for language and that the language develops in the child just as other biological functions such as walking. LAD: language acquisition device Black box: contain principles that are universal to all human languages. UG: universal grammar; P & P theory.
Theories of child language acquisition
A behaviorist view of language acquisition (Skinners) An innatist view of language acquisition (Chomsky) An interactionist view of language acquisition Cognitive factors in child language development
For instance
A my fish and chips Three child Mommy see me on chair What the boy hurt? Cowboy did hitting me.
C: Want other one apple, Daddy. D: You mean, you want “the other apple”. C: Yes, I want other one apple, please, Daddy. D: Can you say “the other apple”? C: Other….one…apple D: Say…”other” C: Other D: Apple C: Apple D: Other apple. C: Other….apple. Now give me other one apple.
Language Learning VS. Language Acquisition
Language acquisition
The scientific study of language acquisition began around the same time as the birth of cognitive science, in the late 1950's. 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.
Motherese (亲情语言)
Parents and caretakers in most parts of the world modify their speech when talking to young children, one example of how people in general use several “registers” in different social settings. Speech to children is slower, shorter, in some ways (but not all) simpler, higher-pitched, more exaggerated in intonation, less fluent and grammatically well-formed, and more directed in content to the present situation, compared to speech among adults (Snow & Ferguson, 1977). Many parents also expand their children's utterances into full sentences, or offer sequences of paraphrases of a given sentence.
Logical problem
The logic problem means the fact that children come to know more about the structure of their language than they could reasonably be expected to learn from the language samples they hear.
(in terms of SOV, etc.) Nouns and verbs Subjects and objects; modifiers tend to follow the head Consonants and vowels Absolute and implicational tendencies E.g., If a language has VO order, All sentences have this order. A grammar
A behaviorist view of language acquisition
Traditional behaviorists view language as behavior and believe that language learning is simply a matter of imitation and habit formation. Imitation Recognition Reinforcement The inadequacy of behaviorist view lies in explaining how children acquire complex language system. (See examples on P142)
examples *Where can he go somewhere?
*Where he can go? *Where did he can go? He can go somewhere. Where can he go? *Where went he? *Where did he went? *Where he went? *He did go WHERE? He went somewhere. Where did he go? He went WHERE? He went home. *Why he went home? *How come did he go home? Why did he go home? How come he went home?