语言学与认知-language-and-cognitionPart-One

TeachingaimFOREIGNLANGUAGESCOLLEGEPartOneChapter6LanguageandCognitionTeachingpointsIntroducetothestudentslanguagecomprehension,discourseinterpretationsandlanguageproduction.Thestudentsaretohavethemainideasoflanguageprocessinginmind.1.Whatiscognition?2.Whatispsycholinguistics?Commonalitiesbetweenlanguageandcognition:1.Sensorimotorstage(birthto2years).Thechild’scognitivesystemislimitedtomotorreflexesatbirth.感觉运动阶段:儿童的认知系统局限于出生时的运动反射.2.Preoperationalstage(2-7years).Childrenacquirerepresentationalskillsandespeciallylanguage.前运算期:获得表达能力,特别是语言能力.3.Concreteoperationalstage(6/7-11/12).Childrenareabletounderstandconcreteproblemsandtakemultipleperspectivesintoaccount.具体运算期4.Formaloperationalstage(11/12toadult).Atthisstagechildrenarecapableoflogical,theoretical,andabstractcognitiveoperations.形式运算期:能够进行逻辑,理论和抽象的认知运算.childhoodcognitivedevelopment(Piaget):inLatin:cognoscere,toknow,toconceptualizeortorecognize)--thescientifictermfor“theprocessofthought”.referstoafacultyfortheprocessingofinformation,applyingknowledge,andchangingpreferences.Cognition,orcognitiveprocesses,canbenaturalorartificial,consciousorunconscious.Theseprocessesareanalyzedfromdifferentperspectiveswithindifferentcontexts.--Wikipediacognition41.Mentalprocesses,informationprocessing2.Mentalprocessorfacultyofknowing,includingawareness,perception,reasoning,andjudgment.cognition3approachestothestudyoflanguageandcognition:5Theformalapproach:structuralpatterns,includingthestudyofmorphological,syntactic,andlexicalstructure.Thepsychologicalapproach:languagefromtheviewofgeneralsystemsrangingfromperception,memory,attention,andreasoning.Italsoinvestigateslanguagebothforitsformalpropertiesandforitsconceptualproperties.Eg.Analysisofsemanticmemory,theassociationofconcepts,thestructureofcategories,inferencegenerationandconceptualknowledge.Theconceptualapproach:howlanguagestructures(processes&patterns)conceptualcontent.6Psychologicalaspectsoflanguage.Psychologicalstatesandmentalactivitywiththeuseoflanguage.PsycholinguisticsPsycholinguisticsbelongstoMacrolinguistics1.Psycholinguistics2.Sociolinguistics3.Anthropologicallinguistics4.ComputationalLinguistics………Aninter-disciplinaryScience9Languageacquisition(L1/L2)LanguagecomprehensionLanguageproductionLanguagedisordersLanguageandThoughtNeurocognitionSixsubjectsofresearchResearchesinlanguageacquisition:1.Diaries-CharlesDarwin;2.Taperecorders;3.Videosandcomputers.Eg.Dr.DebRoy(MIT)112.1LanguageAcquisitionMainaccomplishments:ControlofthespeechmusculatureandsensitivitytothePhoneticdistinctionsinparents’language.One-wordstage:objects,actions,motions,routines.Atthisstage,childrenrealizethatsoundsarerelatedtomeanings.(1).Holophrasticstage[aw]:not,no[b∧]/[m∧]:up[da]:dog[sa]:socks[aj]/[∧j]:light[io]/[sio]:Cheerios[baw]/[daw]:down[haj]:hi[s]:spray[sr]:shirt,sweater[sæ:]:what’sthat?/hey,look![ma]:mommy[dæ]:daddyFromkin,V.,Rodman,R.,&Hymans,N.(2007)AnIntroductiontoLanguage(8thEd.).Singapore/Beijing:Thompson/PUPwordsofJ.P.(16months):E.gWhenJ.P.says“down”Hemaybemakingarequesttobeputdown,orhemaybecommentingonatoythathasfallendownfromtheshelf.Whenhesays“cheerios”hemaysimplebenamingtheboxofcerealinfrontofhimormaybeaskingforit.Thissuggeststhatchildrenhaveamorecomplexmentalrepresentationthantheirlanguageatthispointallowsthemtoexpress.Fromkin,V.,Rodman,R.,&Hymans,N.(2007)AnIntroductiontoLanguage(8thEd.).Singapore/Beijing:Thompson/PUPOne-wordutterancesseemtoconveyamorecomplexmessage.(2)Two-wordstageP1191.Vocabularygrowth;2.Primitivesyntax.15Two-wordstage:around18mChildutteranceMaturespeakerPurposeWantcookieIwantacookieRequestMoremilkIwantsomemoremilkRequestJoeseeI(Joe)seeyouInformingMycupThisismycupWarningMommychairThischairbelongstoMWarningBigboyIamabigboyBraggingRedcarThatcarisredNamingAgeinmonths25[danittsi]26[mob∧sgo][dædigo]27[dobajmi][ajgattudjus][d∧ders∧niber]28[ajgatpwedis][mamistakmens]Don’teat(the)chip.Wherebusgo?(Where)Daddygo?Don’tbite(kiss)me.Igottwo(glassesof)juice.Sonnycolor(eda)bear.I(am)play(ingwith)this.Mommytalk(edtothe)men.17Givedoggiepaper.Puttruckwindow.Tractorgofloor.(3)Three-word-utterancestage18Telegraphicspeech(withoutfunctionwords):Whatthat?Andrewwantthat.Notsithere.Embedoneconstituentinsideanother:Givedoggiepaper.Givebigdoggiepaper.(4)FluentgrammaticalconversationstageUsemorefunctionwords:missingfunctionwordsandinflectioninthebeginningbutgooduse(90%)bytheageof3,withafullrangeofsentencetypes.Thecorrectuseofwordorder,casemarkingandagreementrulesshowsthateventhoughchildrenmayoftenomitfunctionmorphemes,theyareawareofconstituentstructureandsyntacticrules.Allpartsofalllanguageareacquiredbeforethechildturnsfour.202.2Languagecomprehensioninformationaboutthepropertiesofwords,retrievablewhenunderstandinglanguageForexample,wemayusemorphologicalrulestodecomposeacomplexwordlikerewritablethefirstfewtimesweencounteritandafterseveralexposureswemaystoreandaccessitasaunitorword.Itmeansthatfrequencyofexposuredeterminesourabilitytorecallstoredins