皮亚杰与乔姆斯基语感发展思想比较研究

发布时间：2018-03-03 09:31

本文选题：皮亚杰　切入点：乔姆斯基　出处：《长江大学》2017年硕士论文　论文类型：学位论文

【摘要】：高中阶段,英语学科教育在学生外语能力和素质的培养过程中发挥着重要的作用。它要将学生的身心健康发展,升学和将来的工作对学生的能力发展需求考虑进去,同时还要从国家进一步发展和社会进步对人才的要求出发,提高英语学科教育的质量的重要性正越来越凸显,英语科任教师和学生花费在英语学习上的时间、精力、金钱在整个教学过程中的比重也越来越大,但是高中英语实际教学效果却不尽人意。在新课改背景下,英语教学中对学生语感的培养成为重中之重,如何有效地培养和提高中学生的英语语感能力,则显得十分重要。在这样的背景下,要求对言语及语感发展展开研究。作为在教学一线从事英语教学的老师来说更应该把握语感的内涵及发展规律,用理论知识武装自己的头脑,更好的指导教学实践。论文研究选取皮亚杰和乔姆斯基两位学者的理论为切入点,通过文献梳理和对比分析深入了解他们思想的相同点和不同点,力求全面系统把握语感发展的实质与规律,从而对现实的英语教学工作提出建议。本文绪论部分对语感发展相关概念进行了界定,阐明语言与言语、语感与语感发展各自的概念及其相互关系。第一章主要是厘清语感发展的相关概念。第二章为皮亚杰与乔姆斯基语感发展心理机制的比较。皮亚杰以认知图式理论来分析认知、思维、语感的发展,而乔姆斯基的语感发展的理论基础是转换生成语法理论。第三章为皮亚杰与乔姆斯基语感发展阶段的比较。皮亚杰认为语感发展经历了感知运动阶段、前运算阶段、具体运算阶段、形式运算阶段四个不同阶段,突出了儿童自我中心言语的发展。乔姆斯基认为言语习得是初始态到稳定态的发展,人脑中有固定的语言习得装置,那么语言能力在任何时候就没有质的区别,不存在质的不同阶段。第四章为皮亚杰与乔姆斯基语感发展的影响因素比较。皮亚杰坚持语感发展的相互作用论,乔姆斯基则强调语感发展的环境触及转化论。第五章为结论及启示。通过比较分析可以看出皮亚杰与乔姆斯基二者最主要的不同就表现在语感发展的心理机制、语感发展的影响因素、语感发展的阶段等三个方面。以乔姆斯基为代表的语言能力天赋论和以皮亚杰为代表的言语发展建构论存在着相通性和相异性,二者表明了语言能力的先天与建构统一的辩证历程。
[Abstract]:In senior high school, English subject education plays an important role in the development of students' foreign language ability and quality. It takes into account the development of students' physical and mental health, their needs for ability development in their further studies and their future work. At the same time, the importance of improving the quality of English subject education is becoming more and more prominent from the requirements of the country's further development and social progress for talents. English teachers and students spend time and energy on English learning. The proportion of money in the whole teaching process is increasing, but the actual teaching effect of high school English is not satisfactory. Under the background of the new curriculum reform, the cultivation of students' sense of language in English teaching becomes the most important. How to effectively cultivate and improve the English language sense ability of middle school students is very important. As a teacher engaged in English teaching in the front line of teaching, he should grasp the connotation and development law of language sense and arm his own mind with theoretical knowledge. The thesis chooses the theories of Piaget and Chomsky as the breakthrough point, and through the literature combing and comparative analysis, deeply understand the similarities and differences of their thoughts. This paper tries to grasp the essence and law of language sense development in a comprehensive and systematic way, and then puts forward some suggestions to the practical English teaching work. In the introduction part, the author defines the concepts of language sense development and clarifies language and speech. The first chapter is to clarify the related concepts of language sense development. The second chapter is the comparison between Piaget and Chomsky's psychological mechanism of language sense development. Piaget uses the theory of cognitive schema to analyze cognition. The development of thinking and sense of language, while Chomsky's theory of language sense development is based on the theory of transformational generative grammar. The third chapter is the comparison between Piaget and Chomsky in the development stage of language sense. Piaget believes that the development of sense of language has experienced the stage of perceptual movement. The development of children's self-centered speech is highlighted in four different stages: pre-operation stage, concrete operation stage and formal operation stage. Chomsky believes that speech acquisition is the development from initial state to stable state, and there are fixed language acquisition devices in the human brain. There is no qualitative difference in language competence at any time. There are no different stages of quality. Chapter 4th is a comparison of the factors affecting the development of Piaget and Chomsky's sense of language. Piaget insists on the theory of interaction between the development of language sense. Chomsky emphasizes that the environment of language sense development touches on the theory of transformation. Chapter 5th is the conclusion and enlightenment. Through comparative analysis, we can see that the main difference between Piaget and Chomsky is the psychological mechanism of language sense development. There are similarities and differences between the theory of language aptitude represented by Chomsky and the constructivism of speech development represented by Piaget. They show the dialectical process of the unity of language competence and construction.
【学位授予单位】：长江大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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