浅析认知心理学对儿童语言教学启示中英文对照.docVIP

浅析认知心理学对儿童语言教学的启示中英文对照 Cognitive psychology to language teaching for childrens enlightenment is analysed. In both Chinese and English 　　随着认知科学的兴起和发展，学者们认为要从认知语言学、心理语言学的角度研究语言习得。Skehan认为以前的研究从某种程度上忽视了心理语言学的作用，特别是没有从当代认知心理学所重视的信息处理和认知能力两方面进行研究［１］。我以认知心理学理论为基础，分析儿童语言习得的特点，对语言教学提出意见。 With the rise and development of cognitive science, the scholars thought that it would be from the perspective of cognitive linguistics, psychology linguistics research and language acquisition. Skehan that previous studies in some extent, ignored the role of psychological linguistics, especially not from contemporary cognitive psychology attaches great importance to the two aspects of information processing and cognitive study [1]. I based on the theory of cognitive psychology, analyzing the characteristics of childrens language acquisition to the language teaching put forward their opinions. 　　一、儿童语言习得的过程 A, the childrens language acquisition process 　　许多语言学家和心理学家根据儿童年龄的特点从不同角度对儿童语言习得的过程做出了解释。相关的理论有：斯金纳的刺激—反应论，乔姆斯基的天赋论，皮亚杰的认知论，等等。 Many linguists and psychologists according to the characteristics of the childs age to children from different angles, and explained the process of language acquisition. Related theory are: skinners theory of stimulus - response, Chomskys theory of talent, piagets cognitive theory, and so on. 　　作为行为主义学派的代表，斯金纳认为语言习得是一个操作条件反射过程，强调儿童是通过模仿和选择性强化而习得语言的，主要经由模仿—增强—重复—形成四个阶段［２］。这种语言学习理论有合理的一面，但它过于强调外在环境对儿童语言学习的影响，忽略了儿童的内在能力。乔姆斯基则主张语言习得的天赋论，认为儿童能够快速地学习语言，天赋能力非常重要，而天赋能力是由生物遗传决定的；坚持语言的习得是一种本能和自然的过程，认为人类天生就具有获得语言的装置，不必刻意教就能轻易学到语言［３］。很明显，这种理论忽视了环境在语言习得中不可缺少的作用。它与行为主义理论相斥，可以说是两种极端。认知论的代表皮亚杰认为儿童语言的发展与认知能力有很大关系，儿童语言的发展是天生的心理认知能力与客观经验相互作用的产物，是认知能力的发展决定了语言的发展［４］。认知论告诉我们，语言的发展是以人的认知为基础的，并伴随着认知能力的发展而发展，是后天学习逐步形成的。 As representative of behaviorism school, skinner believed that language acquisition is a process operation condition reflection, emphasis on childrens acquisition of language by imitation and selective reinforcement, mainly through imitation, enhancement, repeat, form