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国外语言学作业

时间:2015-05-14 11:02来源:www.ukthesis.org 作者:英国论文网 点击联系客服: 客服:Damien
布鲁纳和维特根斯坦:语言学习
 
在儿童发展关键阶段伴随而来的是语言的习得,在我们可以从事任何教学从而进一步推动婴儿发展事业或帮助特殊婴儿成长之前,我们需要在方法论上明白在语言学习阶段发生了什么。杰罗姆布鲁纳,在路德维希维特根斯坦中期和后期的方法适用于诺姆乔姆斯基的延伸。并提出了一个有影响的建议(布鲁纳1993),路德维希维特根斯坦表示自己的言论主题还引出了一个有趣的故事,布鲁纳语言库选择性使用。特别是因为他自己的方法所致的结果,按照他自己的说法就是一个不可简化的谜语和假设(维特根斯坦1953和1958),这两种观点都被仔细研究,对比和批判了。最后,在我们对语言获得的方法论理解上给出的最重要的理由却没有一样能解决问题。
 
大多数孩子学习语言带着明显的自在感,但我们又如何解释这令人惊讶的事实呢?
 
Bruner and Wittgenstein: Language Learning 
 
A crucial phase in the child's development comes with its acquisition of language, but before we can engage in any pedagogical efforts to further infant development or to aid atypical cases, we need to understand methodologically what occurs during language learning. Jerome Bruner, in a methodological adaptation of Ludwig Wittgenstein's middle and later work in an extension of Noam Chomsky's LAD, has put forth one influential proposal (Bruner 1983). Ludwig Wittgenstein's own remarks on the topic also furnish an interesting story independent of Bruner's selective use of his corpus, especially insofar as his approach results in an irreducible riddle and a hypothesis by his own account (Wittgenstein 1953 and 1958). The two views are explored, contrasted and critiqued. In the end, neither will do to resolve problems in our methodological understanding of language acquisition, for which the most important reasons are given. 
 
Most children learn language with remarkable ease, but how are we to account for this extraordinary fact? The problem plaguing our understanding of language and language acquisition can be described as. How can one learn anything genuinely new and become linguistically creative and how this learning is possible at all, unless one already has some path into language, for example, a suitable framework in which language learning takes place? It is this framework that interests us here. 
 
One possible picture is provided by St. Augustine, who likens the child's learning of language to a stranger coming into a foreign land, unable to understand what is said, yet already in possession of some language, only not the one spoken 'here.' To Wittgenstein, the picture painted in St. Augustine's Confessions is not representative of the scenery encountered by the first-time language learner, for this stranger who slowly decodes the puzzle of the strange surrounding sounds already has a framework. St. Augustine alters the character of the learner so that the issue of a suitable framework does not arise. Philosophers like Chomsky or Fodor, although historically distant from Augustine, try to provide a new answer to the same question. Their solution differs only in the sense that it shifts the problem onto a 'universal grammar' or a 'language acquisition device', which thus provides the entry point into language. (责任编辑:BUG)


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