双语和二语习得.pptVIP

Outline  1 Contexts of Childhood BilingualismThe meaning and definition of Bilingualism varies from situation to situation Tove Skutnabb-Kangas从“能力”、“功能”和“态度”三个方面论述了双语的含义。他认为在单语或双语环境中,依据社区社会文化对个体的交流和认知能力的需要,双语者应该能够正确运用第二语言功能,其语言能力达到本族语言者的水平,并能够全部或部分地融入两种(或更多)语言的群体(或文化）中去。 2 Acquisition of languages simultaneously and sequentially 2.1 Simultaneous Bilingualism Early case studies based on diaries kept by parents. Several concerns arise regarding the use of case studies : Course of development Rate of development similar rates of development  Pearson and colleagues did survey on it: They asked parents to fill out a vocabulary checklist and found that English-Spanish bilingual children’s language process is very similar to monolingual children. The result shows that the bilingual language acquisition does not necessarily lead to language delay. Bilingual children lag behind monolingual children : Interference  Factors influence the interference Louis Ronjat, his parents developed a plan of “one person, one language”---each parent would speak only one language to Louis. This method was strictly enforced and it was quite successful. Louis could distinguish the two languages when he was 2. The result shows that there is little interference between the two languages. Smith, on the contrary, found considerable language mixing if the parents spoke both languages to the children. Thus Reich suggested that the degree of interference of language mixing is greater when caregivers are not as strict about keeping the two languages separate. Factors influence the interference Werner Leopold believes that Changes in input conditions may also influence bilingual language acquisition. ; . Interference, when it does occur, has been found at the levels of phonology, syntax, and the lexicon. The most frequent mixing seems to occur at the lexical level. —content words, especially nouns, but investigators have found considerable mixing of functi