Lecture ThreeWord文档下载推荐.docx
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Lecture ThreeWord文档下载推荐.docx
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4.Comprehension:
understandingwhatwehearandread
1.Languageandbrain
Broca’sareaWernicke’sarea
Canalizationofbrain
Associationpathways
Stagesofprocess
a.crying
b.cooing
c.babbling
Firstwords
Thebirthofgrammar
Evidenceforinnateness
a)Behaviorism(B.F.Skinner1950s—1960s)
It’sastudyofpsychologywhichstatesthathumanandanimalbehaviorcanandshouldbestudiedintermsofphysicalprocessesonly.Itledtotheoriesoflearningwhichexplainedhowanexternalevent(astimulus)causedachangeinthebehaviorofanindividual(aresponse)withoutusingconceptslike“minds”or“ideas”oranykindofmentalbehavior.
Thedominantpsychologicaltheoryinthe1950sand1960swasbehaviorism.Accordingtothistheory,languagelearningislikeanyotherkindoflearninginthatitinvolveshabitformation.Habitsareformedwhenlearnersrespondtostimuliintheenvironmentandsubsequentlyhavetheirresponsesreinforcedsothattheyareremembered.Thusahabitisastimulus-responseconnection.
flaws:
Itshouldbeclearthatbehaviorismaccountsofsecondlanguageemphasizeonlywhatcanbedirectlyobservedandignorewhatgoesonintheˋblackboxˊofthelearner’smind.Inshort,learningisnotjustaresponsetoexternalstimuli.
b)InnatenessorMentalism(Chomsky1960s—1970s)
Innatenesshypothesis:
Atheoryheldbysomephilosophersandlinguistssaysthathumanknowledgedevelopsfromstructures,processesand“ideas”whichareinthemindatbirth(areinnate),ratherthanfromtheenvironmentandthattheseareresponsibleforthebasicstructureoflanguageandhowitislearned.Thishypothesishasbeenusedtoexplainhowchildrenareabletolearnlanguage.
TheobviousinadequaciesofbehavioristexplanationofL2acquisitionledresearchertolooktowardsanalternativetheoreticalframework.Inthe1960sand1970samentalisttheoryoffirstlanguageacquisitionemerged.
Chomskyhasarguedthatjustashumanshavesomekindofgeneticallydeterminedabilityto“learn”tostanduprightortowalk,sotoodotheypossessanLAD,aLanguageAcquisitionDevice.Accordingtothistheory:
1Onlyhumanbeingsarecapableoflearninglanguage.
2Thehumanmindisequippedwithafacultyforlearning,referredtoasaLanguageAcquisitionDevice.Thisisseparatefromthefacultiesresponsibleforotherkindsofcognitiveactivity(forexample,logicalreasoning).
3Thisfacultyistheprimarydeterminantoflanguageacquisition.
4Inputisneeded,butonly“trigger”theoperationofthelanguageacquisitiondevice.
Childishcreativity
Childrenareliabletocomeupwithallkindsofwordsandexpressionswhichtheyhaveneverheardintheirmono-orbilingualenvironments.Childrenarecreativewordsmith.
Exampleone:
Daughter:
Somebody’satthedoor.
Mother:
There’snobodyatthedoor.
Daughter:
There’sYesbodyatthedoor.
Exampletwo:
Father(supervisingdaughtergettingdressed)
Daughter(3yearsold)
Father:
Ithinkyou’vegotyourunderpantsonbackwards.
Yes,Ithinkso.
You’dbettertakethemoffandputthemonfrontwards.
(takingthemoffandturningthemaround)
“Isthistherightwards?
”
Whenchildrenseemtobecaughtmakingmistakes,they
seemtoadjustingthemselves.Thiskindofturningisatypeof
cognitiveprocess.
Stagesoflinguisticdevelopment
Criticalperiod:
Theemergenceofˋforeignaccentˊinthespeechofbilingualchildrenat12or13yearsoldsuggeststhatthereexistsacriticalperiodforfirstlanguagelearningwhichisbiologicallydetermined.
Lennebergsuggestedthatlanguagelearningmaybecomemoredifficultafterthisperiodbecausethebrainlackstheabilityforadaptation.
Stagesofdevelopment
Thereareuniversalstagesoflanguagelearning.Allchildren,nomatterhowrapidorhowpedestriantheirrateofacquisition,proceedsystematicallythroughthesamelearningstagesforanyparticularlinguisticstructure.Brown’scolleague,EdwardKlimaandUrsulaBellugi,provedthatchildrenlearningEnglishproducetwokindsofWHquestionsbeforetheycomeupwiththecorrectadultversion.Theyidentifiedthreedistinctstages.
Stage1
(useofWHwordbutnoauxiliaryverbemployed)
WhatDaddydoing?
Whyyoulaughing?
WhereMommygoing?
Stage2
(useofWHwordandauxiliaryverbaftersubject)
Whereshewillgo?
WhyDoggycan’tsee?
Whyyoudon’tknow?
Stage3
(useofWHwordandauxiliaryverbbeforesubject)
Wherewillshego?
Whycan’tDogg
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