对莱可夫儿童逻辑习得理论的反思
发布时间：2022-05-03 01:44
莱可夫是21世纪最具影响的认知语言学家之一。对于儿童语言的习得,莱可夫坚持心智的体验性,认为儿童通过不断的“体验”产生刺激,形成意向图式,从而习得语言。本文通过对儿童音像和已有资料中逻辑错误的研究和分类,对莱可夫的语言习得观点提出质疑：虽然生长环境和语言环境完全不同的儿童出现的逻辑语言错误千奇百怪,但都有相似之处,如模糊逻辑,逻辑反事实词语的运用等特征。这些相似性对莱可夫的理论提出了有力的挑战。而后通过对人脑神经工作原理的调查,发现虽然脑神经是通过外界刺激来交流、保存信息的,但有不易储存、易遗忘的特点。这些事实和理论都证明了儿童不可能在两三年内只通过身体经验的刺激习得语言。这也是本文的重点和创新之处。本文探讨莱可夫的儿童语言习得理论,以期对儿童教育,尤其是语言障碍儿童教育有所帮助。笔者希望我国的母语和二语教育能培育出更多、更加优秀的人才,以更好地满足社会需求,促进社会发展。
【文章页数】：108 页
【学位级别】：硕士
【文章目录】：
中文摘要
Abstract
Contents
Introduction
Chapter Ⅰ Philosophical Foundation
1.1 Evolution in Philosophical Aspect
1.2 Lakoff's Philosophical Foundation
Summary
Chapter Ⅱ A Review of Previous Studies
2.1 Definition
2.2 Early Language Acquisition from Psychological Perspective
2.2.1 One-word Utterance
2.2.2 Two-word Utterance
2.2.3 Early Sentences
2.2.4 Psychology and Cognitive Linguistics
2.3 Early Logical Acquisition Theories from Linguistic Perspective
2.3.1 UG Theory
2.3.2 Social Linguistics
2.3.3 Behaviorism
2.3.4 Cognitive Linguistics
Summary
Chapter Ⅲ Challenges from Logical Mistakes
3.1 Lakoff's Acquisition Theory from Logical Perspective
3.2 Logical Mistakes of Early Natural Language
3.2.1 Mathematical Logic
3.2.2 Illogical Collocation and Substitution
3.2.3 Logical Vagueness
3.2.4 Negative Logical Word
3.2.5 Logical Word Order
3.3 Enlightenments
3.3.1 Children's Creativity
3.3.2 The Role of Negative Evidence
3.3.3 The Poverty of Stimulus
3.3.4 Limitations of Adults Speech
Summary
Chapter Ⅳ Challenges from Other Researches
4.1 Challenges from Pre-Communication
4.1.1 Prior to Birth
4.1.2 Nonverbal Communication
4.1.3 Enlightenment
4.2 Challenges from Biology
4.2.1 Brain Structure
4.2.2 Brain Region
4.2.3 Cranial Nerves
4.2.4 Enlightenment
4.3 Challenges to Cognitive Ability
4.3.1 Cognitive Limitation
4.3.2 Cognitive Ability and Language
4.3.3 The Backup System
4.4 Challenges from LAD
Summary
Chapter Ⅴ Reflections
5.1 Unity of Opposites
5.1.1 Basic Theory
5.1.2 Unity of Opposites between Logical Acquisition and Innate Theories
5.2 Enlightenments for Early Language Teaching
5.2.1 For Teaching Attitude
5.2.2 For Teaching Methods
5.2.3 For Disabled Education
Summary
Conclusion
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Acknowledgements
攻读学位期间发表论文
【参考文献】：
期刊论文
[1]儿童大脑发育与儿童智力干预[J]. 孙弘,苗智莹. 科技信息. 2009(29)
[2]L&J认知语言理论与乔姆斯基语言理论的哲学冲突[J]. 傅玉. 重庆文理学院学报(社会科学版). 2008(05)
[3]浅谈儿童语言习得中的独词句和二词句[J]. 李进. 昭通师范高等专科学校学报. 2003(06)
[4]失语症的语言学研究综述[J]. 罗倩,彭聃龄. 当代语言学. 2000(04)
[5]1772例小儿智力低下病因分析[J]. 饶兆英,张晓珍,霍晓春,余继英. 中国优生与遗传杂志. 2000(01)
[6]全国0～14岁儿童智力低下的病因流行病学研究[J]. 左启华,雷贞武,张致祥,陈荣华,黄录碧,和光祖,袁燕畴,李倬珍,刘权,张纯,汪梅先,王绍贤. 中华医学杂志. 1994(03)
本文编号：3650377
【文章页数】：108 页
【学位级别】：硕士
【文章目录】：
中文摘要
Abstract
Contents
Introduction
Chapter Ⅰ Philosophical Foundation
1.1 Evolution in Philosophical Aspect
1.2 Lakoff's Philosophical Foundation
Summary
Chapter Ⅱ A Review of Previous Studies
2.1 Definition
2.2 Early Language Acquisition from Psychological Perspective
2.2.1 One-word Utterance
2.2.2 Two-word Utterance
2.2.3 Early Sentences
2.2.4 Psychology and Cognitive Linguistics
2.3 Early Logical Acquisition Theories from Linguistic Perspective
2.3.1 UG Theory
2.3.2 Social Linguistics
2.3.3 Behaviorism
2.3.4 Cognitive Linguistics
Summary
Chapter Ⅲ Challenges from Logical Mistakes
3.1 Lakoff's Acquisition Theory from Logical Perspective
3.2 Logical Mistakes of Early Natural Language
3.2.1 Mathematical Logic
3.2.2 Illogical Collocation and Substitution
3.2.3 Logical Vagueness
3.2.4 Negative Logical Word
3.2.5 Logical Word Order
3.3 Enlightenments
3.3.1 Children's Creativity
3.3.2 The Role of Negative Evidence
3.3.3 The Poverty of Stimulus
3.3.4 Limitations of Adults Speech
Summary
Chapter Ⅳ Challenges from Other Researches
4.1 Challenges from Pre-Communication
4.1.1 Prior to Birth
4.1.2 Nonverbal Communication
4.1.3 Enlightenment
4.2 Challenges from Biology
4.2.1 Brain Structure
4.2.2 Brain Region
4.2.3 Cranial Nerves
4.2.4 Enlightenment
4.3 Challenges to Cognitive Ability
4.3.1 Cognitive Limitation
4.3.2 Cognitive Ability and Language
4.3.3 The Backup System
4.4 Challenges from LAD
Summary
Chapter Ⅴ Reflections
5.1 Unity of Opposites
5.1.1 Basic Theory
5.1.2 Unity of Opposites between Logical Acquisition and Innate Theories
5.2 Enlightenments for Early Language Teaching
5.2.1 For Teaching Attitude
5.2.2 For Teaching Methods
5.2.3 For Disabled Education
Summary
Conclusion
Bibliography
Appendix Ⅰ
Appendix Ⅱ
Acknowledgements
攻读学位期间发表论文
【参考文献】：
期刊论文
[1]儿童大脑发育与儿童智力干预[J]. 孙弘,苗智莹. 科技信息. 2009(29)
[2]L&J认知语言理论与乔姆斯基语言理论的哲学冲突[J]. 傅玉. 重庆文理学院学报(社会科学版). 2008(05)
[3]浅谈儿童语言习得中的独词句和二词句[J]. 李进. 昭通师范高等专科学校学报. 2003(06)
[4]失语症的语言学研究综述[J]. 罗倩,彭聃龄. 当代语言学. 2000(04)
[5]1772例小儿智力低下病因分析[J]. 饶兆英,张晓珍,霍晓春,余继英. 中国优生与遗传杂志. 2000(01)
[6]全国0～14岁儿童智力低下的病因流行病学研究[J]. 左启华,雷贞武,张致祥,陈荣华,黄录碧,和光祖,袁燕畴,李倬珍,刘权,张纯,汪梅先,王绍贤. 中华医学杂志. 1994(03)
本文编号：3650377
本文链接：https://www.wllwen.com/wenyilunwen/yuyanxuelw/3650377.html
