应用语言学chpt4-First-Language-acquisition

ChapterFourFirstLanguageAcquisitionOutline•FirstLanguageacquisition:acomplextaskforthechild•Stagesoffirstlanguageacquisition•KeyIssuesconcerningFirstLanguageAcquisition•HowchildrenaccomplishearlymasteryofL1(s)?FirstLanguageacquisition:acomplextaskforthechild•Lead-inexample:Mother:WheredidyougowithGrandpa?Child(3ys.):Wegoedinthepark.Doyouthinkitisadifficultjobforachildtofinishthedialogue?Thechildhastomasterthefollowingabilitytofinishthedialogue.1.Tosegmentthesoundstreamintomeaningfulunits(wordsorphrases)---analyze.2.Tocombinethemtoarriveattheintendedpropositions---synthesize.3.Tounderstandthequestionandproduceappropriateutterance.GeneralknowledgeofEnglishgrammarandsemanticsConsideringhisyoungageandtheabstractnessofthetasksmentionedintheabove,itisadifficulttaskforachildtomasterhisfirstlanguage.•Trytoseeifyoucanunderstandthefollowingutterances?Dedenlenereyegittinsen?(Turkish)Niselifanmau?(Hakka)•WheredidyougowithGrandpa?•你吃饭了吗？•Thestudyoffirstlanguageacquisitionhasgreatsignificanceinthatitcanshedlightontheoriginsofhumanlanguageandlanguageloss,etc.StagesofFirstLanguageacquisition•PrelinguisticStage•One-wordStage•Two-wordStage•TelegraphicStage电报式言语•Fine-tuningStageStagesofFirstLanguageAcquisition•PrelinguisticSounds–1M.Intonational(语调)patterns–2-5M.Cooing(咕咕)stage–5-12M.Babbling(咿呀声)stageBy6Ms:abletodistinguishalltheVsandmostoftheCsoftheworld’slanguagesLanguageinputenablethemtodiscriminateamongphonemesinhisL1andtodisregardothers.eg:Chinesechildren:phà(怕)pà(爸)Americanchildren:pigbigOne-wordStage(holophrastic)(单词句的)–1yr.emergenceoffirstword–1yr.,6mos.HolophrasticstageEg:Milk(Iwantmilk.)Daddy(IseeDaddy.)StagesofFirstLanguageAcquisition•Two-wordStage（2yrs.）–Twowords;Contentwords,nofunctionwordsEg:Mamabook.Toymine.Milkme.Sockpretty.双词句可以表示不同的语义关系和功能，如MamaBook可表示以下语义：ThisisMama’sbook.Mamagavemethebook.Mamaisreadingabook.•TelegraphicStage电报式言语；多语句阶段（2yrs.,6M）2-5wordswithlittleextramorphologyMorphologicalovergeneralizationEasier,moreproductivemorphemesfirstTelegraphicspeech•Cathybuildhouse.•Catstanduptable.•Daddylikethisbook.•Chairallbroken.•Igoodboytoday.•Whatthat?•Whathername?•Nositthere.•Mummynoplay.•Meputitback.•BabynoeatappleStagesofFirstLanguageAcquisitionFine-tuning(5-10yrs.)-Refininggrammar,buildingvocabulary-mostofthebasicL1grammaticalpatternsComplexgrammaticalpatternscontinuetodevelopthroughouttheschoolyears.KeyIssuesconcerningFirstLanguageAcquisition•Competenceorperformance•Comprehensionorproduction•Natureornurture•Imitationorcreativehypothesis-testingCompetenceorperformance？•Competencevs.performance(Chomsky)：语言能力和语言使用•Languevs.parole(Saussure)：语言和言语•Whatarethesimilarityanddifferencebetweenthetwopairsofcontrast?•共性：这两组区分都关注了抽象的语言系统（competence和langue）。•差异：语言能力（competence）和语言使用（performance）的区别是从心理学角度研究学习者的语言能力和运用；语言（langue）和言语(parole)的区别是从社会学角度而言，前者为某一语言社区共有的语法体系，后者为个人具体使用的言语。Filltheblanks•张三在大二时的英语水平对应__________•张三今天上课回答老师问题时犯了不少时态错误，但是做专四题目的时候很少犯时态错误，这是__________方面的问题competenceperformance•在___________中，张三说的“我”是指张三，李四说的“我”是指李四；•在___________中，“我”既不是指张三也不是指李四，而是指说话人。Parole(言语)Langue(语言)•理论语言学家关注语言能力•社会语言学家关注语言使用•心理语言学家（儿童语言习得）要从学习者的语言使用情况来研究/推断其语言能力（theprocesswhichlinkschild’sperformancetocompetence）Comprehensionorproduction•Bothfallintothescopeofpsychologyandpsycholinguistics.•Production:easier,observable•Comprehension:moredifficult;canonlybeinferredNatureornurture?•Nature:innatefaculty/inbornknowledge•Nurture:environment/sensoryexperienceImitationorcreativehypothesis-testingTraditionalview:imitationStructuralism:uniquenessoflanguagesChomskyanview:CreativeHypothesis-testingUniversalGrammar:UniversalityoflanguagesQuestiondiscussion:•Doyouthinkhumanlanguagesareuniqueoruniversal?Doyouthinkimitationisaveryimportantwayinfirstlanguagelearning?Whataboutsecondlanguagelearning?Evidencesupportingtheuniversalityoflanguages•Slobin的语言共同限制(P43-44;3points)•人类语言的共性（P44，第二段）•儿童语言习得的共同特点（P44-45，5points）人类语言的共性•人类语言共性的证据不少，例如：•1.几乎所有语言都是SVO,SOV,VSO中的一种•2.复数形式和否定形式分别比单数，肯定形式复杂儿童语言习得的共同特点1.意思一样的情况下，后置词比前置词更易于习得。(payattentiontotheend)e.g.“asix-year-oldboy”vs.“Theboyissixyearsold.”2.语言标记的四阶段：儿童先掌握语言中的无标记成分，然后再有限的情况下使用合适的标记，接着出现对标记的过分概括，最后达到成人的系统e.g.:“go”--“went”asaword--“goed”asthepastformof“go”--“went”asthepastformof“go3.若一语法系统的语义成分和表现形式之间有紧密的一一对应关系，它便能更早习得。e.g.“-s”(asin‘books,desks’)vs.“men”&“feet”4.当多个屈折方式行使同样的语义功能，且其形式选择具有任意性时，儿童起初会用简单的形式来代替一切。e.g.:“-ed”isusedforirregularverbs5.语义上一致的语法规则习得早，错误少e.g.幼儿几乎从来不会把“-ing”形式用在静态动词上，犯“She’sknowingtheanswer.”之类的错误。10.ContractibleCopula(系动词)11.ContractibleProgressiveAuxiliary12.FutureConditional13.Passive14.PastAuxiliary1.PresentProgressive2.Plural3.PastIrregular4.PossessiveInflection5.UncontractibleCopula6.PastRegular7.ThirdPersonRegular8.ThirdPersonIrregular9.UncontractibleProgressiveAuxiliaryOrderofacquisitionofEnglish(L1)inflectionalmorphemes--RogerBrown,1973HowchildrenaccomplishearlymasteryofL1(s)?Explanation1:anaturaldesiretopleasetheirparents.Explanation2:anurgetocommunicatetheirwantsandneedstothepeoplearoundthem.Explanation3:byimitation(BehavioristicTheories)Explanation4:bornwithanat