二语习得研究分析.ppt

It failed to account for the abstract nature of language as a system and reduced language learning only to acquiring concrete performance and linguistic forms and structures. It overemphasized the importance of performance and totally ignored the acquisition of competence as the key to successful L1 acquisition. It did not explain the child’s ability to acquire language and creative use of language. It failed to account for the child’s acquisition of complexity of meaning and above all, the child language development itself. 无法解释剌激与反应之间的间接性和多样性 。 III. L1 Acquisition Theories: A Cognitive Perspective Cognitive Theory (认知论) Now we can summarize the cognitive theory of FLA. Potential langauge ability has its biological basis which can be passed down from generation to generation. Human beings learn by means of functional invarients in nature. Individuals communicate with one another by using the language acquired through assimilation and accommodation. Individual development determines language acquisition. Before concepts are established, the baby’s utterance is only his repetition or imitation of adult’s utterance. It is only in this way that a baby acquires the capability of producing sounds acceptable in the language community. In the pre-intellectual period, a baby acquires exterior structure of a concept in the form of streams of sounds. He links the sound stream with an object without realizing the inner relationship between them. True concept does not appear until the inner reletionship between sound stream and the object is learned by the child. The formation of concept is the beginning of language acquisition. The internalized grammar of a child is different from that of the native language. Only through assimilation and accommodation does child’s grammar be gradually transformed into adult grammar. III. L1 Acquisition Theories: A Cognitive Perspective Implications of the two theories Three suggestions: 1. Of the various ways