语言学习理论第三章.docx
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语言学习理论第三章.docx
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语言学习理论第三章
ChapterThree:
TheoriesonFirstLanguageAcquisition
Howdoesthechildlearnhisnativelanguage?
Amystery
Child’smentalabilities:
limited
Anormalchildcanmasterhismothertonguewithinthreeorfouryears,withlittleornoconsciousteachingonthepartofhisparents.
Firstlanguageacquisitionreferstochildren’snaturaldevelopmentoftheirfirstlanguage,thatis,thenativelanguageofthecommunityinwhichachildhasbeenbroughtup.
Teachingpoints:
1.Skinner’simitation-reinforcementtheory/behaviorism
2.Chomsky’snativisttheory/universalgrammar/mentalism
3.Piaget’scognitivetheory/cognitivism
4.Stagesoffirstlanguageacquisition
5.Caretakertalk/mothertalk/motherese/parentese
TheoriesonL1Acquisition
NativistNonNativist
ChomskyCognitiveBehaviorist
PiagetSkinner
(1)Skinner’simitation-reinforcementtheory/behaviorism
Behavioristsregardlanguageasabasicpartoftotalhumanbehavior;theytrytoexplainL1acquisitionprocessinaccordancewiththeirbasictenet,focusingontheobservableaspectsoflanguagebehavior(i.e.responses)andtheirassociationswiththeobjects,eventsorstatesofaffairsinworld.
1.1Introduction
Skinner’stheoryofverbalbehaviorisanextensionofhisgeneraltheoryoflearningbyoperantconditioning.AccordingtoSkinner,verbalbehavior,likeotherhumanbehavior,iscontrolledbyitsconsequences.
1.2Assertion
ThestudyofhumanmindmustbebasedonobservablebehaviorandthestudyonhowthechildacquiresL1mustbebasedonverbalbehavior,notonpeople’sreportsoftheirthoughtsandfeelings.
1.3Chiefconcept:
habit
Habitisakeyconceptofbehaviorism.Itistheexpandedconceptof“conditioning”.
Habit:
theautomaticassociationofaparticularresponsewithaparticularstimulus.
Theformationofahabitisachievedthroughimitationandreinforcement.Learningistheresultofimitation,practice,consistentreinforcementonhabitformation.Learninganewlanguageissimplydevelopinganewsetofhabits.
1.4Chiefassumption
(1)Whenachildcomesintotheworld,hismindisablankslatebearingnopreconceivednotionsabouttheworldoraboutlanguage,tobewrittenonbytheirexperienceandshapedbytheirenvironment.
(2)Effectivelanguagebehavioristheproductionofcorrectresponsestostimuli(achildfrequentlyhearsthe“mama”soundandonedayhappenstoproducemama-likesoundsbyimitation).Suchbehaviorisanoperant.Itcanoperateontheenvironmentandbecontrolledbyitsconsequences(rewardsandnopunishment,thechild’smama-likesoundswillberewarded/reinforcedbyhisparentsorothercaregivers;thoseaberrantsounds,like“menmen”willnobereinforced).Thepositivereinforcementwillincreasetheprobabilityofarecurrenceofproducingmama-likesounds.
Graduallytherepeatedlyreinforcedspeechsoundsbecomehabitualorconditioned.Theybecomethemajorphonemesinthelanguageofthechild.Inthesameway,helearnsthesyllables,wordsandsentences.(imitation→reinforcement→habitformation)
(3)TheL1acquisitionprocessisoneinwhichthechild’scorrectresponsesarerepeatedlyreinforcedandfinallyahabitisformed.
Questionanddiscussion:
Whenachildwantssomemilk,healwayssays“wantmilky”insteadof“wantmilk”.Why?
CouldyouanalyzethephenomenonwithSkinner’stheory?
1.5Theaudio-lingualmethod
Skinner’stheoryisresponsiblefortheextensiveuseoftheaudio-lingualmethodinL2teaching.Itisamethodofrepeatedlisteninganddrillingofthesamesentences.
ItsprototypeistheArmyMethod:
themethodofrepeatedlisteninganddrillingofthesamesentences,oroverhearingthroughimitationandreinforcement.Guidedbythismethod,teachingbecomesaprocessofmimicryandmemorization.Studentssitintheclassroomorlanguagelablisteningtoateacherortapesentencebysentence,andrepeataftertheteacherortapeagainandagainuntiltheirutterancesbecomeautomatic.
1.6Summaries
Questionanddiscussion:
Couldyoumakesomecommentsonthebehavioristictheorybypointingoutitsstrengthsandweaknesses?
Strengths:
(1)Thetheoryoffersareasonablewayofunderstandinghowchildren/beginninglearnerslearnsomeoftheregularandroutineaspectsoflanguage.
E.g.----Doyoulikespring/summer...?
----Yes,Ido/No,Idon’t.
(2)Ithasimplicationstolanguageteaching.Behavioralmanagementintheclassroomforpupilsisusefulbecausetheymainlydependontheirteacherforrewards.
E.g.AredstarawardedforgoodperformanceinEnglishclass
Weaknesses:
(3)Thetheory,whereimitationandreinforcementismadecentral,cannotexplaincreativityofchildlanguage.Actually,childrencanspeakutterancestheyhaveneverheard.Thetheorytreatshumanbeingslikeanimals.
E.g.上学→下学上火→下火天黑了→天白了
Analyticability→drawaruleaboutantonyms
(4)Thetheorytendstodecreasetheroleofinternalmotivation.Althoughtherearesituationswhenincentivesandexternalsupportsarenecessary,forelderleaners,abalancebetweenexternalrewardsandintrinsicmotivationwillmeettheneedsofavarietyofstudents.
Chomshy’snativisttheory语法天生说
/universalgrammar普遍语法/mentalism心灵主义
2.1Introduction
Chomsky,bornin1928,wasanAmericanlinguist.Hewasthestrongestcriticofbehaviorismisstillveryinfluentialtoday.Chomshyandhisfollowersputforthwhatcomestobeknownasmentalism.Whilebehaviorismviewschildlanguagedevelopmentasasimpleprogressofhabitformation,mentalismappreciatesthegreatcomplexityoflanguagelearning.
ToChomsky,languageacquisitionisinnatelydetermined(itisallinyourmind),thisiswhyhumanscanunderstandaswellasproduceaninfinitenumberofsentencestheyhaveneverheardbeforebyusingonlyafinitenumberofrules.Languageuseiscreativeratherthanbasedonimitationandreinforcement.ManypeoplerefertotheriseofChomskyandfallofSkinnerasthe“ChomskyanRevolution”
2.2Assertion
TheChomskyan’stheorycontainsinnatenesshypothesisandhypothesistestingtheory.
(1)languageishumanspecific.thatis,onlyhumancanspeaklanguage.
Chomskyclaimsthatlanguagegrowsinawaysimilartootherpartsofachild’sbody,suchashandsandfeet.Heevencallslanguageisamentalorgan.
(2)Languageexistsasanindependentfacultyinthehumanmind.Languageacquisitionisaprocessentirelydifferentfromotherkindsofhumanlearning.Itisseparatefromthegeneralcognitivemechanismswhichareresponsibleforintellectualdevelopment.
(3)Achildwasbornwithalanguageacquisitiondevice[LAD]inhisbrain.ThegeneticallyendowedLADconsistsofonlyafewveryabstractprinciplesandparametersthatarepre-encodedinthebrain.Theseprinciplesandparameterscanbeseenasagrammarofgrammarsforalllanguagesintheworld.Theyareuniversal,thesameforchildrenbornintoanycultureandlinguisticcommunity..Theyarealsocalleduniversalgrammar.[UG]..theyallowchildtoacquirehisL1withaveryshortperiodoftime.
Phrasestructureprinciple”短语性结构原则
Thesamecomposition
Phrasesinallthelanguages:
Head(中心词)+complement(补足成分)
Differentparameters:
Eg:
propositionalphrasesinEnglish&JapaneseEnglish:
Headinitial:
“中心词前置”
Preposition+n:
onthewall
Japanese:
headfinal:
“中心词后置”
n+preposition:
kabeni.
(4)TheLAD,whichisresponsibleforlanguageacquisition,atrophiesasthechildgrowsolder.Thisexplainswhyadultscannolongerlearnalanguageaseasilyaschildren.
(5)Theprocessofacquisitionconsistsoflanguageacquisitiontesting.Theinitialstageoflanguageacquisitionconsistsofsettingparameterstothespecificlanguagethechildisacquiring.Andthisisachievedthroughaprocessofhypothesistesting.Bycheckingthehypotheticalvaluesofparametersagainstthelimitedlinguisticdatatowhichheisexposed,thechilddosenotneedtolearneverythingaboutthetargetlanguageformscratchbutcanquicklyworkoutasystemofaspecificgrammarsforthislanguage.
Thehypothesisholdslanguagedevelopmenttobeastage-by-stageprocessofcyclicalmovementbetweenhypothesisapplicationandreformulation.Thechild
1)formshypothesesaboutthelanguageaccordingtoUGandthelinguistdatatowhichheisexposed.
2)Teststhesehypothesesbothinproduction(speech)andcomprehension.
3)Reformulatethehypothesesaccordingtotheresultoftesting.
3stagesofhypothesistesting:
Formationapplication/testingreformulation
(revisingandimproving)
Questionsanddiscussion:
Whydochildrenproducetheutterancefatherteachedtoridethebicyclebeforetheyproducefathertaughttoridethebicycle?
Beingexposedtoregularverbforms
“greeted,planted,opened”
Formingtherule:
add“
-ed”atendofaverbindicatepast-tense;
Applyingthisrule:
“teached”and“goed”inspeech.\
Reformulatingtheruleforirregularverbforms,using“taught”and“went”inspeech.
2.3Evidencefortheinnatenesshypothesis
(1)Earlyageofdevelopment
Languagedevelopmenttakesplaceatanearlyagewhileotherkindsoflearningtakeplacemuchlater.Ifthepapaormamasoundsababymakesarecountedaslanguage.Thereforelanguagedevelopmentmustbehandledbyfacultythatisseparatefromothercognitivemechanismsinthehumanmind.
(2)Uniformedacquisition
Languagedevelopmentisuniformforallchildren;thatis,allnormal(withoutphysicalhandicaps)childrencanlearnalanguageandreachanequallevelofcompetence.Thisisdifferentfromlearningotherthings,wherewealwayshavesmartanddumbkids,highandlowachievers.Thisagainillustratesthataseparatefacultyisresponsibleforchildlanguagedevelopment
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