Issues in First Language Acquisition在第一語(yǔ)言習(xí)得的問(wèn)題

1、.Issues in First Language Acquisition: (PLLT) 31-431. Competence and Performance:.- Competence refers to ones underlying of a system, event, or fact; nonobservable ability to do something. Performance is the overtly observable and concrete manifestation or realization of competence. It is the actual

2、 doing of something. In schools, it is assumed that children possess certain competence in giv en areas and that this competence can be measured and assessed by means of the observation of elicited samples of “tests” and “examinations”. In reference to language, competence is the underlying knowledg

3、e of the system of a language its rules of grammar, its vocabulary, all the pieces of a language and how those pieces fit together. Performance is the actual production (speaking, writing) or the comprehension (listening, reading) of linguistic events. Chomsky appointed that a theory of language had

4、 to be a theory of competence so that linguists dont try in vain to categorize an infinite number of performance variables that dont reflect the underlying ability of the student. Linguists and psychologists in the generative/cognitive framework have operated under this idea for some time. Indirect

5、methods of judging childrens competence had to be invented when researchers realized that if a child has no interest or cognizance of an adults grammatical interrogation, he will say whatever comes to his mind. Those methods included: 1) tape recording and transcription of countless hours of speech

6、followed by studious analysis, and 2) certain imitation, production, or comprehension tests. All of these had numerous disadvantages. The competence-performance model hasnt been accepted universally because it states that the competence consists of the abilities of an “idealized” hearer-speaker who

7、has no performance variables. Tarone (1988) criticized this model because he says that by idealizing the language user, there is no place for all of a persons goofs that are potentially connected to what he calls heterogeneous competence which are the abilities that are in the process of being forme

8、d2. Comprehension and Production.- They both can be aspects of performance and competence. It is thought that comprehension (listening and reading) can be associated with competence, while production (speaking, writing) is associated with performance. The truth is, both comprehension and production

9、of a language- are both associated with performance, even if comprehension skills arent as observable as production skills. Linguistic competence has several modes or levels: speaking, listening, reading, and writing, and all of them are separate modes of performance. While lexical and grammatical i

10、nstances of production-before-comprehension seem to be few in number, it still behooves us to be careful in concluding that all aspects of linguistic comprehension facilitate linguistic production.3. Nature or Nurture?.- Nativists contend that a child is born with an innate knowledge of a language,

11、and that this innate property is universal. However, it hasnt been proven that there are “l(fā)anguage genes” in our genetic information. Environmental factors cannot be ignored. What is that innate knowledge of a language that “nature” provides us with? And what is that knowledge “nurtured”, internaliz

12、ed and learned from the environment and by teaching? Evidence has been found that there are common patterns of linguistic and cognitive development across a number of languages and that human beings are “bio-programmed” to proceed from stage to stage and “bloom” when it is time.4. Universals.- Langu

13、age is universally acquired in the same manner, and deep structure of language at its deepest level may be common to all languages. According to Maratsos (1988), universal linguistic categories such as word order, morphological marking tone, agreement, reduced reference of nouns and noun clauses, ve

14、rbs and verb classes, predication, negation and question formation are common to all languages. There are principles and parameters which specify some limited possibilities of variation. For example, the principle of structure dependency “states that language is organized in such a way that it cruci

15、ally depends on the structural relationships between elements in a sentence” (Holzman:1988), apparently, this principle of structure dependency eventually appears in the comprehension and production of a child. According to the UG, languages cannot vary in an infinite number of ways. Parameters dete

16、rmine ways in which languages can vary; for example, some languages are “head first” or “head last”, where the main nouns go second in a sentence.5. Systematicity and Variability: Language develops from pivot grammar to full sentences of almost interminate length. Children exhibit great ability to i

17、nfer the phonological, structural, and lexical semantic system of language. But there may also be variability in the process of language acquisition, which means something children once learned may easily be changed or forgotten due to the perception of new language systems.6. Language and thought:

18、The issue at stake is to determine how thought affects language, how language affects thought, and how linguists can best describe and explain the interaction of the two. There have been some positions on this such as that of Piaget (1972), who claimed that cognitive development is at the center of

19、human organisms and that language depends on cognitive development. Jerome Brunner (1966), pointed out that there are sources of language-influenced intellectual development where words shape concepts, dialogues between parents and children serve to orient and educate. For Vigotsky (1978), language

20、and thought were given in the social interaction where language is a prerequisite to cognitive development. He regarded thought and language as two distinct cognitive operations. For him, every child reaches his potential development through social interaction with adults and peers. Spir-Whorf appoi

21、nted that each language imposes on its speaker a particular “world view”.7. Imitation: Research has shown that echoing is a particularly salient strategy in early language learning and an important aspect of early phonological acquisition. However, the semantic data is not noticed. It has been obser

22、ved in foreign language classes that rote pattern drills evoke surface imitation where the repetition of sounds doesnt lead students to have the vaguest idea of what they are saying. Children, however, perceive the importance of the semantic level of language, so if they imitate the surface structur

23、e of the language, they wont be able to understand what they are imitating. 8. Practice: Children like to play with language just as they do with other objects and events around them. Childrens language seems to be a key to language acquisition. When talking about practice, it is thought of as refer

24、ring to speaking only. But we can also think of comprehension practice. 9. Input: the speech that young children hear is primarily the speech heard in home, and much of that speech is parental speech or the speech of older siblings. Children, after consistent repeated of telegraphic speech in meaningful contexts, eventually transfer correct forms to their own speech. For example, from saying “d