乔姆斯基认为小孩生来就有能力学习任何人类语言发送.doc

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乔姆斯基认为小孩生来就有能力学习任何人类语言之一
张铁城发送 2016、1、
简介
下面都是英语，没有译文。多数网友能够看懂那些孩子和大人的对话。至于，一开始看到的相关理论简介中，确实有一些生词。但是，70%左右应该是一级词汇，不信你就像我那样，试着做词汇级别统计，看看如何。

乔姆斯基简介
诺姆•乔姆斯基博士（Avram Noam Chomsky，1928年12月7日－）或译作“荷姆斯基”，台湾常译作“杭士基”，美国哲学家、语言学家、认知学家、逻辑学家、政治评论家。乔姆斯基是麻省理工学院语言学的荣誉退休教授，他的《生成语法》被认为是20世纪理论语言学研究上的重要贡献。他对伯尔赫斯·弗雷德里克·斯金纳所著《口语行为》的评论，也有助于发动心理学的认知革命，挑战1950年代研究人类行为和语言方式中占主导地位的行为主义。他所采用以自然为本来研究语言的方法也大大地影响了语言和心智的哲学研究。他的另一大成就是建立了乔姆斯基层级：根据“文法生成力”不同而对形式语言做的分类。……
正是在此期间，乔姆斯基开始更加公开地参与政治。随着他1967年在《纽约书评》上发表的一篇题为「知识分子的责任」的文章，乔姆斯基成为越南战争的主要反对者之一。从那时起，乔姆斯基便因他的政治立场而出名，对世界各地的政局发表评论，并撰写了大量著作。他对美国外交政策及美国权力合法性的批判影响深远，并因而成为富有争议的人物。他有左派的忠诚追随者，但也受到右派及自由派越来越多的批评，尤其是针对他对911事件的反应。
对美国外交政策的批评给乔姆斯基带来了人身威胁。他的名字被列在特奥多·卡克辛斯基（Theodore Kaczynski，「邮箱炸弹杀手」）的预定名单上。在卡氏被捕以前，乔姆斯基让人检查收到的邮件以防炸弹。他自称也经常被警察保护，特别是在麻省理工校园的时候，虽然他本人原则上不同意这种保护。
尽管对美国百般批评，乔姆斯基还是生活在美国。他的解释是：美国仍然是世界上最伟大的国家。后来他又阐发为：「国与国之间的综合比较没有什么意义，我也不会这么比较。不过美国有些成就，特别是在言论自由方面几个世纪来争得的领先地位，是值得敬仰的。”
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Chomsky believes children are born with an ability to learn any human language.
i love english language
4.1 child language acquisition theory – chomsky, crystal, Aitchison & piaget
Chomsky
Noam Chomsky believes that children are born with an inherited ability to learn any human language. He claims that certain linguistic structures which children use so accurately must be already imprinted on the child’s mind. Chomsky believes that every child has a ‘language acquisition device’ or LAD which encodes the major principles of a language and its grammatical structures into the child’s brain. Children have then only to learn new vocabulary and apply the syntactic structures from the LAD to form sentences. Chomsky points out that a child could not possibly learn a language through imitation alone because the language spoken around them is highly irregular – adult’s speech is often broken up and even sometimes ungrammatical. Chomsky’s theory applies to all languages as they all contain nouns, verbs, consonants and vowels and children appear to be ‘hard-wired’ to acquire the grammar. Every language is extremely complex, often with subtle distinctions which even native speakers are unaware of. However, all children, regardless of their intellectual ability, become fluent in their native language within five or six years.
Evidence to support Chomsky’s theory
· Children learning to speak never make grammatical errors such as getting their subjects, verbs and objects in the wrong order.
· If an adult deliberately said a grammatically incorrect sentence, the child would notice.
· Children often say things that are ungrammatical such as ‘mama ball’, which they cannot have learnt passively.
· Mistakes such as ‘I drawed’ instead of ‘I drew’ show they are not learning through imitation alone.
· Chomsky used the sentence ‘colourless green ideas sleep furiously’, which is grammatical although it doesn’t make sense, to prove his theory: he said it shows that sentences can be grammatical without having any meaning, that we can tell the difference between a grammatical and an ungrammatical sentence without ever having heard the sentence before, and that we can produce and understand brand new sentences that no one has ever said before.
Evidence against Chomsky’s theory
· Critics of Chomsky’s theory say that although it is clear that children don’t learn language through imitation alone, this does not prove that they must have an LAD  – language learning could merely be through general learning and understanding abilities and interactions with other people.
Dialogue –
Parent and Child (3 years old)
Parent: What did you do today?
Child: Me drawed a cat. (applies –ed suffix rule but gets wrong)
Parent: You drew a cat?
Child: Yeah. (understands correction)
Parent: Who did you play with at break time?
Child: Me played with Sarah and Helen. (wrong pronoun – not learnt passively)
Parent: That sound fun. Now what do you want for tea?
Child: Dunno. What you having?
Parent: Daddy and I are having fish.
Child: You having fishes? (incorrect use of plural noun but shows child applying rules)
Parent: Yes. I’ll do you some fish fingers and if you’re a good girl and eat  them all you can have a sweetie. (applying plural noun rule)
Child: Me want two sweeties.
Parent: Alright then. Now go and watch Postman Pat while I start the tea.
Child: When Daddy coming home? (gets SVO order correct all the time)
Parent: He’ll be here soon.
David Crystal

David Crystal’s Theory On Child Language Acquisition
Professor Crystal is best known for his two encyclopaedias The Cambridge Encyclopaedia of Language and The Cambridge Encyclopaedia of the English Language. So what does this have to do with child language acquisition?
David Crystal has the theory that children learn language in five stages, which aren’t clearly defined and some tie in with each other.
These stages are:
Stage One:
This is where children say things for three purposes:
1. To get something they want
2. To get someone’s attention
3. To draw attention to something
Then they begin to make basic statements such as “daddy car”

During this stage children begin naming things with single words and then move on to relating objects with other things, places and people, for example, “there mummy”. They also relate objects with events, for example, “bird gone”.
At this early stage they don’t have much vocabulary so they use intonation to ask a question. Children use words like: “there, want and allgone” to express a full sentence. This could be said that part of this stage is holophrastic.
Stage Two:
This is when children usually ask questions, “where” questions come first. Their questions often begin with interrogative pronouns (what, where) followed by a noun or verb such as “where gone?”
Children become concerned with naming and classifying things by frequently asking “Wassat?” They may also begin to talk about the characteristics of things for example: big/small. Children are taught to learn things in opposite pairs such as up/down and hot/cold.
Stage Three:
By now children would be asking lots of different questions but often signalling that they are questions with intonation alone, for example: “Sally play in garden mummy?” This is made into a question by varying the tone of voice.
Children soon begin to express more complex wants by using more grammatically correct language, for example: “I want mummy to take it work” meaning “I want mummy to take it to work”
Verbs such as “listen” and “know” are also used. Children refer to events in the past and less often in the future. They usually talk about continuing action for examples: “she still in bed” and ask about the state of actions (whether something is finished or not)
The basic sentence structure has expanded such as: [subject]+[verb]+[object]+[adverb or any other element used] Sentences like: “You dry hands” and “A man dig down there” begin to appear and auxiliary verbs are used in sentences such as “I am going” and phrases like “on the table” [preposition]+[article]+[noun]
Stage Four:
This is when children use increasingly complex sentence structures and begin to:
· Explain things
· Ask for explanations using the word “why?”
· Making a wide range of requests: “shall I do it?”
Now they are able to use complex sentence structures they have flexible language tools for expressing a wide range of meanings. Probably the most remarkable development is their comprehension of language and use of abstract verbs for example “know” to express mental operations. They begin to communicate meaning indirectly by replacing imperatives such as “give me” with questions; “can I have?”
As well as saying what they mean they now have pragmatic understanding and suit their utterances to context or situation. Children also use negation (denial/contradiction) for example: “he doesn’t want one!” They don’t rely on intonation and signals anymore as they explain more fully.
They are now able to use auxiliary verbs and may duplicate modal verbs “please, can I, may I” This could be showing that “may” is required for courtesy whilst “can” indicates being able to do something.
And Finally…
Stage Five:
By this stage children regularly use language to do all the things that they need it for. They give information, asking and answering questions, requesting directly and indirectly, suggesting, offering, stating and expressing.
Children are now able to talk about things hypothetically and conditionally for example “If I were you, I would…”
They are now able to explain conditions required for something to happen; “You’ve got turn the tap on first in order to wash your hands”
As well as making general references to past and future, children now talk about particular times such as: “after tea” and “before bedtime”
By this stage children are very comfortable with all questions beginning with words like: “What?” and “When?” where the subject and verb are reversed such as “what does that mean?”

乔姆斯基认为小孩生来就有能力学习任何人类语言之二
张铁城发送 2016、1、
Scripts
Stage 1:
Child: Allgone!
Mother: Yes, the milk is all gone.
Child: Mummy, here.
Mother: Mummy’s here.
Child: Want more!
Mother: That’s enough milk now.
Child: No, more.
Mother: Look at dolly, she’s sleeping.
Child: Dolly, there?
Mother: Yes, dolly is in the bed.
Child: Dolly bye-bye.
Stage 2:
Child: Where’s Daddy?
Mother: Outside, look?
Child: Outside hot.
Mother: Yes it’s sunny.
Child: Wassat?
Mother: It’s a book.
Child: Big book.
Mother: Good girl.
Stage 3:
Child: Daddy is sleeping?
Mother: Uhuh Daddy’s sleeping on the couch isn’t he?
Child: Him wake up!
Mother: No because he is sleeping. That wouldn’t be very nice would it?
Child: I want Daddy.
Stage 4:
Mother: What would you like for lunch? Sandwiches? Pasta?
Child: Please, may, can I have ham?
Mother: On sandwiches?
Child: *nods*
Mother: What’s the magic word?

Child: Please!
Mother: Do you want a cup of orange juice?
Child: *shakes head* Not that one. Can I have apple juice?
Stage 5:
Mother: Did you have a good day at school today?
Child: Yeah, I played aeroplanes with Jake. I want to be an aeroplane driver when I’m older.
Mother: A pilot?
Child: Yeah and fly to the moon.
Mother: No that’s an astronaut. Do you want to be a pilot or and astronaut?
Child: I would like to be an astra-, astra-
Mother: -naut.

Scripts
Stage 1:
Child: Allgone! Holophrase to express a full sentence. They are operators when manipulating language this way.
Mother: Yes, the milk is all gone.
Child: Mummy, here. Only a statement as they don’t have much vocab or language forms that they can control.
Mother: Mummy’s here.
Child: Want more!
Mother: That’s enough milk now.
Child: No, more. Direct imperative.
Mother: Look at dolly, she’s sleeping.
Child: Dolly, there? Intonation to ask question.
Mother: Yes, dolly is in the bed.
Child: Dolly bye-bye.
Stage 2:
Contraction = passively
Child: Where’s Daddy? Begin to ask questions usually beginning with ‘where’ – interrogative pronoun.
Mother: Outside, look?
Child: Outside hot. Able to describe characteristics.
Mother: Yes it’s sunny.
Child: Wassat? Holophrase.
Mother: It’s a book.
Child: Big book. Able to describe concrete nouns with descriptive adjectives.
Mother: Good girl.
Stage 3:
Child: Daddy is sleeping? Intonation = passively. ’sleeping’-able to use and understand continuous action.
Mother: Uhuh Daddy’s sleeping on the couch isn’t he? Parentese.
Child: Him wake up! More complex command but words mixed up.
Mother: No because he is sleeping. That wouldn’t be very nice would it?
Child: I want Daddy. Complex want structured correctly = Subject + Verb + Object.
Stage 4:
Mother uses more complex sentences as child can understand them.
Mother: What would you like for lunch? Sandwiches? Pasta? Prompting.
Child: Please, may, can I have ham? Duplicate modal verbs. Indirect as replaces imperative with question as learning manners/rules of general conversation.
Mother: On sandwiches?
Child: *nods*
Mother: What’s the magic word? Pragmatic.
Child: Please!
Mother: Do you want a cup of orange juice?
Child: *shakes head* Not that one. Can I have apple juice?
Able to use gestures/signals. Negation.
Stage 5:
Mother: Did you have a good day at school today? Able to give information about his/her day. Knows time phrase for future.
Child: Yeah, I played aeroplanes with Jake. I want to be an aeroplane driver when I’m older.
Mother: A pilot?
Child: Yeah and fly to the moon. Expressing exactly and has knowledge i.e. actually knows about the moon.
Mother: No that’s an astronaut. Do you want to be a pilot or and astronaut?
Child: I would like to be an astra-, astra- Able to use conditional tense. Trying to pronounce as it is a difficult word.
Mother: -naut.

Development of Grammar
The learning of grammar is an unnoticeable process and it happens very quickly. Over three or four years, children master the grammar of the language. When they attend their first school, they give the impression of having assimilated at least 3/4 of all grammar there is to learn.
Stages of Grammatical Growth:
· The earliest stage is hardly like grammar at all, as it consists of utterances of only one word long, for example ‘dada’ or ‘hi’. Approximately 60% of these words have a naming function and 20% express and action. Most children of around 12-18 months go through this stage, known as the holophrastic stage as they put the equivalent of a whole sentence into a single word.
· This next stage is more like real grammar from 18 months to 2 years. It is known as the two-word stage as the children put 2 words together to make one sentence structure. For example, ‘cat jump’ which is subject + verb, or ‘shut door’ which is verb + object. By the end of this stage we are left with the impression that children have learned several basic lessons about English word order.
· This next stage is filling simple sentence patterns by adding extra elements of clause structure and making the elements more complex. 3 elements for example ‘Daddy got car’ and then 4 elements ‘you go bed now’, show this progress. Or the children start to ask questions like ‘where Daddy put car?’. This takes up much of the third year and is known as the telegraphic stage as simple words like determiners e.g. the, are left out but the sentence is still understood.
· At 3 years, sentences become much longer as the children string clauses together to express more complex thoughts and to tell simple stories. Children at this stage commonly use ‘and’ or other linking words such as ‘because’, ‘so’, ‘then’ etc.
· At 4 years, the children are ‘sorting out’ their grammar. For example most children at the age of 3 ½ might say ‘him gived the cheese to the mouses’. However at 4 ½ years they would say ‘he gave the cheese to the mice’. This explains that they have learnt the forms of the irregular noun ‘mice’ and the verb ‘gave’, and the pronoun ‘he’.
· After