摘要：

普遍語(yǔ)法學(xué)者認(rèn)為，在兒童語(yǔ)言習(xí)得的過(guò)程中，雖然語(yǔ)言刺激存在許多缺陷，但兒童依然能夠從這些充滿缺陷的語(yǔ)言輸入中獲得語(yǔ)法能力，這說(shuō)明人類大腦中存在一種先天的語(yǔ)言習(xí)得機(jī)制。這一假設(shè)遭到認(rèn)知語(yǔ)言學(xué)的挑戰(zhàn)。認(rèn)知語(yǔ)言學(xué)認(rèn)為，兒童對(duì)語(yǔ)言的理解和使用建立在一般認(rèn)知能力的基礎(chǔ)之上，特別是記憶能力、抽象能力和推理能力。近年來(lái)，學(xué)者們通過(guò)實(shí)驗(yàn)發(fā)現(xiàn)，兒童具有驚人的記憶力、抽象能力和推理能力。抽象能力幫助兒童通過(guò)日常接觸的語(yǔ)料掌握語(yǔ)法規(guī)則，獲得構(gòu)式；推理能力則幫助兒童利用原有知識(shí)獲得更多的新知識(shí)，從而增強(qiáng)其表達(dá)能力。本文通過(guò)對(duì)兒童實(shí)際語(yǔ)言習(xí)得過(guò)程的觀察和研究，發(fā)現(xiàn)兒童語(yǔ)言能力的獲得與語(yǔ)言輸入的質(zhì)和量有密切的關(guān)系。兒童獲得的語(yǔ)言刺激來(lái)源廣泛，其豐富性、針對(duì)性和高頻次也遠(yuǎn)遠(yuǎn)超過(guò)一般人的想象。兒童的語(yǔ)言能力與其概念能力和思維能力相互影響：概念能力可以推動(dòng)語(yǔ)言能力的發(fā)展，而語(yǔ)言能力的發(fā)展可以進(jìn)一步推動(dòng)思維能力的發(fā)展。

關(guān)鍵詞: 語(yǔ)言習(xí)得; 語(yǔ)言能力; 語(yǔ)言輸入; 刺激貧乏論

Abstract:

According to universal grammar, in the process of children’s language acquisition, there are many deficiencies in language stimuli, but children are nonetheless able to develop grammatical abilities, indicating the existence of an innate language acquisition mechanism in the brain. This hypothesis has been challenged by cognitive linguists, who believe that children’s understanding and use of language is based on general cognitive abilities, especially memory, abstraction, and reasoning. In recent years, experiments have revealed that children have excellent memory, abstraction, and reasoning abilities. Abstraction helps children to grasp grammar rules and acquire constructions through daily exposure to language materials, while reasoning helps children to use existing knowledge to acquire new knowledge, thereby enhancing their expressive abilities. This paper examines the actual process of children’s language acquisition and suggests that the acquisition of children’s language abilities is closely related to the quality and quantity of language input. The sources of language stimuli that children receive are extensive, and their richness, specificity, and frequency far exceed the imagination of the general public. Moreover, children’s language abilities interact with their conceptual and thinking abilities. These conceptual abilities can promote the development of language abilities, which in turn can further promote the development of thinking abilities.

Keywords: language acquisition; language ability; language input; stimulus poverty

中圖分類號(hào): 

H319

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網(wǎng)址: 語(yǔ)言習(xí)得中的語(yǔ)言輸入及語(yǔ)言能力的發(fā)展——以《人生初年——一名中國(guó)女孩的語(yǔ)言日志》中“冬冬”的母語(yǔ)習(xí)得過(guò)程為例 http://m.u1s5d6.cn/newsview133744.html