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1、Definition:Language acquisition-refers to the childs 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 language acquision第1页/共45页Children all over the world learn to speak at about the same time unles
2、s they suffer from extreme external deficiency.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 usi
3、ng the language to express their various needs?Discussion!第2页/共45页differences between the term of acquisition and learning 第3页/共45页 语言习得：通常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，不自觉地，自然地掌握或获得第一语言。典型的例子是儿童习得第一语言。语言学习：通常指在学校环境下，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，有意识地对语言规则的掌握。典型的例子是成人在学校学习第二语言。example:Math
4、ematics？the subject Mathematics is learned,not acquired.第4页/共45页Three main theories of child language acquisitionthe behaviorist view 行为主义理论行为主义理论the innatist view 语法积极天生主义理论语法积极天生主义理论the interactionist view 互动主义理论互动主义理论第5页/共45页 the focus of their debate is whether the innate ability or the language
5、 environment plays a crucial role in the process of a childs language acquisition.Three main different theories concerning how language is learnedBehaviorist viewInnatist viewInteractionist view第6页/共45页the behaviorist（行为主义论）proposed by B.F.Skinners(斯金纳)Traditionalbehavioristsviewlanguageasbehavioran
6、dbelievethatlanguagelearningissimplyamatterofimitationandhabitformation.Imitation Recognition Reinforcement (gradually,habit-forming)第7页/共45页A behaviorist view of language acquisitionChildrendonotimitateadults speechinmuchthesamewayasparrotsdo,theyimitatewordsselectivelyandaccordingtotheirown unders
7、tanding of the words or patterns,whichis based on what the children have alreadyknown instead of what is“available”in theenvironment.Sometimeschildrenareverymuchinchargeofthe conversation and activities with adults,childrenseemtopickoutpatternsandgeneralizethemtonewcontexts.Theycreate new formsornew
8、usesofwords,untiltheyfinallyfigureouthowtheformsareusedbyadults.第8页/共45页advantages although the behaviorist view is under challenge and criticism because of its inadequacy,but it seems to be reasonable in some degree.for example,childrens learning of a language needs immitation and reinforcememt;its
9、 necessary to form certain habit in order to master a language.第9页/共45页disadvantages it fails to explain how children acquire more complex grammatical structures of the language.Examples:a.Johnismotherloveshimi,j.b.*HeilovesJohnismother.c.Hisi,motherlovesJohni.Theinadequacyofbehavioristviewliesinthe
10、factthatchildrendonotimitateadultslanguageinmuchthesamewayasparrotsdo.第10页/共45页the innatist view（语法天生主义论）proposed by ChomskyAccordingtotheinnatistviewoflanguageacquisition,humanbeingsarebiologicallyprogrammedforlanguage.第11页/共45页An innatist view of language acquisition1st:All children virtually lear
11、n their nativelanguage which is so complicated at almost thesametime.2nd:Childrensuccessfullymasterthebasicstructure of their language or dialect in variousconditions.3rd:The language children exposed to may notcontainexamplesofalltheinformationwhichtheyeventuallyknow.第12页/共45页Accordingtotheinnatist
12、viewoflanguageacquisition,humanbeingsarebiologicallyprogrammedforlanguageandthatthelanguagedevelopsinthechildjustasotherbiologicalfunctionssuchaswalking.第13页/共45页LAD-language acquisition deviceLAD 语言习得机制Chomskyreferredtotheinnatelanguageabilityaslanguageacquisitiondevice(LAD).TheLanguage Acquisition
13、 Device(LAD)isapostulated“organ”ofthebrainthatissupposedtofunctionasainborndeviceforlanguageacquisition.第14页/共45页Language Acquisition Device(LAD)According to Chomsky,there are aspects oflinguistic organization that are basic to thehuman brain and that make it possible forchildrentoacquirelinguisticc
14、ompetenceinallits complexity with little instruction fromfamilyorfriends.HearguesthatLADprobablyconsists ofthree elements:a hypothesis-maker,linguistic universal,and an evaluation procedure.第15页/共45页UG普遍语法LaterChomskyreferstothisinnateendowment天资as Universal Grammar.Universal Grammarincludesasetofpr
15、incipleswhichcanbeusedtoexplainchildlanguageacquisition.UG is an endowment that all children are born with.Ifchildrenarepre-equippedwithUG,thenwhattheyhavetolearnisthewayinwhichtheirownlanguagemakesuseoftheseprinciples.第16页/共45页An innatist view of language acquisitionTG(Transformational-Generative)g
16、rammarseeslanguage as a system of innate rules.A nativespeaker possesses a linguistic competence,or alanguageacquisitiondevice.Although Chomsky does not intend to make hismodel a representation of performance,i.e.,thelanguage actually used in communication,appliedlinguistics find TG grammar useful i
17、n certainaspects.This view serves as an answer to the logicalproblemoflanguageacquisitionthatthebehavioristviewfailstorecognize.第17页/共45页Logical Problem of Language Acquisition逻辑问题The logical problem referstothefactthatchildrencometoknowmoreabouttheirlanguagethanwhattheycouldreasonablybeexpectedtole
18、arnfromtheirlivingenvironment.so,whenexposedtoconfsinginformationorwhenguidanceorcorrectionisnotavalable,childrencandiscoverforthemselvestheultimaterulesofthelanguagesystem.第18页/共45页examplesJohn saw himself.Himself saw John.(the reflexive pronoun must follow the noun it refers to)looking at himself
19、bores John.John said that Fred liked himself.John said that Fred lke himself.(the closest noun phrase uaually be the antecedent)John promised Bill to wash himself.第19页/共45页Merit&DeficiencyMerit:in a way serves as an answer to the logical problem of language acquisition that the behaviorist view fail
20、s to recognize.Deficiency:no evidence about what the UG(universal grammar)is and how does it work.第20页/共45页 interactionist view互动主义理论Theinteractionistviewholdsthatlanguagedevelopsasaresultofthecomplexinterplaybetweenthehumancharacteristicsofthechild（儿童身上的人类特点）（儿童身上的人类特点）andtheenvironmentinwhichthech
21、ilddevelops.Theinteractionisttheoryemphasizestheimportanceoftheinteractionbetweenbiologicalandsocial(natureandnurture)aspectsoflanguageacquisition.第21页/共45页An inter-actionist view of language acquisitionAdults speak differently when talking to little children:(i.e.,motherese,or child-directed-speech
22、(CDS),orcaretakertalk,tomakethemselvesunderstoodbychildren.)Characteristics:1.Slowrateofspeech2.Highpitch3.Richintonation4.Shorterandsimplersentencestructures5.Frequentrepetition6.ParaphrasingandlimitedvocabularyIn addition,topics closely related to“here and now”environment.Thecomprehensiblelanguage
23、samplesexposedtochildrenare important,only when conversation provide the rightlevel of language that children are capable of processingcantheyfacilitatechildrenslanguageacquisition,otherwise,it is insufficient for children to learn thelanguagesstructure.第22页/共45页conclusion Itisimportantforchildrento
24、beexposedtocomprehensiblelanguage.Theinteractionistviewcallsforthequalityofthelanguagesamplesavailableinthelinguisticenvironment,onlywhenthelanguageismodifiedandadjustedtothelevelofchildrenscomprehension,dotheyprocessandinternalizethelanguageitems.第23页/共45页Summary of these three theoriesThe behavior
25、ist view sounds reasonable in explaining the routine aspectsthe innatist accounts most plausible in explaining childrens acquiring complex systemthe interactionist description is convincing in understanding how children learn and use the language appropriately from their environment 第24页/共45页Cogniti
26、ve factors in child language development 1)Languagedevelopmentisdependentonboththeconcepts(childrenform)about the world and what they feel stimulated to communicate at the earlyandlaterstagesoftheirlanguagedevelopment.第25页/共45页Cognitive factors in child language development2.The cognitive factors de
27、termine how the child makes sense of the linguistic system himself instead of what meanings the child perceives and expresses.第26页/共45页Cognitive factors in child language developmentManycarefulstudiesofchildrens acquisitionsequencesanderrorsinvariouslanguages have revealed that:Children have some“op
28、erating principles”formakingsenseoflanguagedata.第27页/共45页The acquisition of negative form1.At first,the negative element is not part of the structure of the sentence,its simply attached to the beginning or end，as in:No singing song.No the sun shining.第28页/共45页The acquisition of negative form2.The ne
29、gative element is inserted into the sentence,instead of no or not,children may use dont or cant,but they do not yet inflect these for different persons or tenses:I no want envelope.he no bite you.He dons want it.第29页/共45页The acquisition of negative form3.Children begin to produce the appropriate par
30、t of do,be or the model verbs,to suit the person or tense:you dont want some supper.Paul didnt laugh.I am not a doctor.第30页/共45页The acquisition of negative formItdemonstratesthatinthecourseofacquiringthenativelanguage:1st:children seem to look initially for a systemwhichisrule-governedinaconsistentw
31、ay.2ed:thenasysteminwhichthecluestomeaningareclearlydisplayed.3rd:finally the one in which each item ordistinctionhasadefinitefunctionincommunicativemeaning.第31页/共45页Language environment Twoimportantfactorsinlanguage acquisitiontheories:the linguistic environment children are exposed to and the age
32、they start to learn the language.they bear remarkable relevance to theirlanguagedevelopment.Inbehavioristapproach,languageenvironmentplaysamajorroleinprovidingbothlanguagemodelstobeimitated and necessary feedbacks.(the positivereinforcementorrewardencourageschildrenseffortsandfacilitatesthecorrectle
33、arningwhilethenegativefeedbackdiscourageschildrentorepeatthe“mistakes”)第32页/共45页The innatist view emphasizes more on childrensinternal processing of the language items to belearnt.Theenvironmentfunctionsasastimulusthattriggers and activates the pre-equipped UG toprocess the materials provided by the
34、 linguisticenvironmentaroundthechildren.Theinteractionistviewcallsfor thequalityof thelanguagesamplesavailableinthelinguisticenvironment,only when the language is modifiedandadjustedtothelevelofchildrenscomprehension,dotheyprocessandinternalizethelanguageitems.Language Environment第33页/共45页Childrens
35、ability to develop normal behaviors and knowledge in environment doesnt continue indefinitely and that children who have never learnt language for various reasons cannot return to normal if these deprivations go on for too long.lEric Lenneberg,a biologist,argues that the LAD,like other biological fu
36、nctions,works successfully only when it is stimulated at the right time-a specific and limited time period for language acquisition.Critical period Hypothesis(CPH)第34页/共45页Critical Period Hypothesis(CPH)The strong version of CPH suggests that children must acquire their first language by puberty or
37、they will never be able to learn from subsequent exposure.The weak version holds that language learning will be more difficult and incomplete after puberty.(Supported in Victors and Genies cases)There are two versions of the CPH.第35页/共45页Despitetheabovementioneddifferences,thereareconsensusthathaveb
38、eenreachedthatthereisacriticalperiodforfirstlanguageacquisition.ThisisprovedbytherecentnaturalexperimentsconductedbyElissaNewportandhercolleagues(1990)on3groupsofdeafsignusers;Theirresearchresultsshowedthatthenativesignersoutperformboththeearlysignersandthelatersignersandwerehighlyconsistentintheiru
39、seofgrammaticalforms.Critical period Hypothesis(CPH)第36页/共45页 10.5 Stages in child language development 1st:Phonological development Childrenarebornwithanabilitytodiscriminateandproducesoundsandtheacquisitionofsoundsisuniversalacrossallcultureandlanguages,thesequenceinwhichthesoundsareacquiredworksl
40、ikeasystemofpre-requisites,i.e.,thechildmustpasseachstagebeforehecanproceedtothenextone.第37页/共45页2nd:Vocabulary development Childrendonotlearnthemeaningofaword“allatonce”,whenachildlearnsanewword,hemaywellunder-extendorover-extendit.1)Under-extension(birdsarenotanimals)2)Over-extension(theextensiono
41、fcategoriesoranalogies,offamilyresemblances)3)Lexical Contrast(childrenhaveconventionalwordsforthings,theyuseconventionalwordsforsomethingelsewhenaproperwordisavailable,thentheycontrastitwithotherwords.)4)Prototype theory(childrenmaybeginawordwithaprototypeandextenditsfeatureslater.)第38页/共45页3rd:Gra
42、mmatical development 1)Telegraphic speech(contentwords,lackingoffunctionelement,nosyntacticormorphologicalmarkers,i.e.nouseofinflectionsfornumber,personortense,etc,aroundtheageof2.theirnoun+nouncanbeequaltoanumberofdifferentgrammaticalrelationswhichwillbeexpressedlaterbyothersyntacticdevices.e.g.,Mo
43、mmysock)2)Sentences of three main elements(thegraspofprinciplesforsentenceformation,e.g.,daddykickball.)第39页/共45页Grammatical developmentAschildrenlearnvocabularytheyarealsolearningmorpho-syntaxrulesorgrammar.Childrenacquiretheirfirstmorphemesinapredictableorder,whichistoalargeextentdeterminedbytheli
44、nguisticcomplexityratherthanthefrequencyofinput.Childrenslearningofquestionconstruction:1.usingaquestionintonation:arisingpitchattheendofthesentence.2.childrenmerely“takeon”aquestionwordinfrontofthesentencewithoutchangingthewordorderorinsertingdo.3.untiltheyhaveacquiredtheauxiliarywordthattheycanuse
45、questionscorrectly.第40页/共45页Grammatical developmentWhilechildrenareincreasingtheirmasteryofgrammaticalmorphemes,theyarealsoincreasingtheirabilitytocarryouttransformationofthebasicsentencestructuresoastoproducemorecomplexutterances.Thisgrammaticaldevelopmentispartlyamatterofgrowingcompetence(inthesen
46、seofunderlyingknowledge)andpartlyamatterofincreasingperformancecapacity.Somesubtlegrammaticaldistinctionsmaynotbemasteredmuchbeforetheageoften.第41页/共45页4th:Pragmatic developmentGenderisanimportantaspectofspeech,toimitatecertainroles,itcanalsobefoundinthetopicsandquantityofchildrentalk.Politenessison
47、eofthefewaspectsofspeechthatareexplicitlytaughtbyadults:theappropriateuseoflanguage.Themagicwordsof“pleaseandthankyou”graduallychildrenlearntheintentionbeneaththelinguisticform.第42页/共45页Atypical development Atypical or abnormal language development occurs due totrauma or injury.Atypicallanguagedevel
48、opmentincludes:Hearing impairment(slightorsevere,leadtominorlossortotallackoflanguage)Mental retardation(causeadelayinlanguageacquisition)Autism(languageimpairmentfromverybeginning)Stuttering(repetition of sounds where speakers can notreleasethewords)Aphasia(partial of total loss of language due to braindamage)Dyslexia and dys-graphia(disordersinreadingorwriting,beacquiredordevelopmental)第43页/共45页Thank you.第44页/共45页感谢您的观看！第45页/共45页