[其它课程]新编语言学教程chapter 9课件.ppt
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1、Chapter 9 Psycholinguistics,What do these activities have in common?,What kind of process is involved in producing and understanding language?,Chapter 9 Psycholinguistics,Questions,What is psycholinguistics? What are the main topics of psycholinguistics?,Question 1,What is psycholinguistics?,9.1 Int
2、roduction,* Psycholinguistics is the study of the language processing mechanisms. Psycholinguistics deals with the mental processes a person uses in producing and understanding language. It is concerned with the relationship between language and the human mind, for example, how word, sentence, and d
3、iscourse meaning are represented and computed in the mind.,9.1 Introduction,* As the name suggests, it is a subject which links psychology and linguistics. Psycholinguistics is interdisciplinary in nature and is studied by people in a variety of fields, such as psychology, cognitive science, and lin
4、guistics. It is an area of study which draws insights from linguistics and psychology and focuses upon the comprehension and production of language.,The scope of psycholinguistics The common aim of psycholinguists is to find out the structures and processes which underline a humans ability to speak
5、and understand language. Psycholinguists are not necessarily interested in language interaction between people. They are trying above all to probe into what is happening within the individual.,The scope of psycholinguistics,At its heart, psycholinguistic work consists of two questions. What knowledg
6、e of language is needed for us to use language? What processes are involved in the use of language?,The “knowledge” question,Four broad areas of language knowledge: Semantics deals with the meanings of sentences and words. Syntax involves the grammatical arrangement of words within the sentence. Pho
7、nology concerns the system of sounds in a language. Pragmatics entails the social rules involved in language use. It is not ordinarily productive to ask people explicitly what they know about these aspects of language. We infer linguistic knowledge from observable behavior.,The “process” question, “
8、ordinary use of language”: e.g. understanding a lecture, reading a book, writing a letter, and holding a conversation, etc. “cognitive processes”: processes like perception, memory and thinking. Although we do few things as often or as easily as speaking and listening, we will find that considerable
9、 cognitive processing is going on during those activities.,What cognitive processes are involved in the ordinary use of language?,Two possible directions of study in psycholinguistics,Language as a way of explaining psycholinguistic theories and processes: language influences memory, perception, att
10、ention and learning. The effects of psychological constraints on the use of language: how memory limitations affect language production and comprehension.,Question 2,What are the main topics of psycholinguistics?,Topics to be covered include,General issues of psycholinguistics: language acquisition
11、(how human beings learn language) language production (how we create and express meaning through language) language comprehension (how we perceive and understand speech and written language) The relationship between language and thought,Psycholinguistics is interested in the acquisition of language:
12、 how children acquire their mother tongue. The study of the acquisition of language by children is often called developmental psycholinguistics.,9.2 Language Acquisition,9.2 Language Acquisition,The psycholinguist Steven Pinker makes a strong case for considering the elements of linguistic knowledge
13、 to be innate. This is consistent with the Chomskyan concept of universal grammar: the idea that there is a common underlying structure to every language, the knowledge of which we are born with.,Many linguists feel that if we can understand the internal mechanism which enables children to learn lan
14、guage so quickly we shall have penetrated one of the deepest secrets of the mind.,Language acquisition refers to the learning and development of a persons language. The learning of a native or first language is called first language acquisition, and the learning of a second or foreign language is ca
15、lled second language acquisition.,Overgeneralization/Overextension(the extension of a rule beyond its proper limits) Undergeneralization/Underextension(a child uses a word in a more limited way than adults do ),Two basic notions in first language acquisition,It is shown by psycholinguistics that chi
16、ldrens use of language is rule-governed. For example, children frequently say tooths and mouses, instead of teeth and mice, and holded, goed, runned and finded, instead of held, went, ran and found. Can you find more examples of overgeneralizations in your English acquisition?,Examples of overgenera
17、lization,Overgeneralization is a frequent phenomenon in language development. It can be found not only in syntactic usage but also in word meanings. moons: all round objects cars: all vehicles dogs: all four-legged animals,Examples of overgeneralization,Most psycholinguists believe that the intonati
18、onal, gestural, and contextual clues make it clear that children are using single-word sentences, exactly as adults often do in a conversation. Milk(Do you have any milk?/ Id like some milk.),Examples of overgeneralization,Children also undergeneralize. When a child uses a word in a more limited way
19、 than adults do (e.g. refusing to call a taxi a car), this phenomenon is called undergeneralization or underextension. Shoes only refers to his mothers shoes. Hat only refers to his own hat.,Undergeneralization,On some occasions, childrens conceptual categories may actually differ from those adults.
20、 On other occasions, they may know perfectly well that a cow is not a dog but not know what it is called. On still other occasions, the childs misuse of words may reflect an attempt at humor.,Reasons for overgeneralization and undergeneralization,Stages of first language acquisition,The prelinguisti
21、c stage牙牙學語期 The one-word stage 单词期 The two-word stage兩詞期 The multiword stage多語期,The prelinguistic stage牙牙學語期,By the age of six months when they are able to sit up, children are heard producing a number of different vowels and consonants. At the babbling(牙牙學語)stage, the sound and syllables that chil
22、dren utter are as yet meaningless.,The one-word stage,At some point in the late part of the first year or the early part of the second year. Childrens one-word utterances are also called holophrastic 全句字(以一個字表示整句的意思), because they can be used to express a concept or prediction that would be associat
23、ed with an entire sentence in adult speech.,The two-word stage兩詞期,In general, the two-word stage begins roughly in the second half of the childs second year. Childrens two-word utterances can express a certain variety of grammatical relations indicated by word order, i.e. “Baby chair”.,The multiword
24、 stage多語期,Between two and three years old. When a child starts stringing more than two words together, the utterances may be two, three, four, or five word or longer, e.g. Cathy build house.,9.3 Language production,1.The definition of language production 2. Stages of language production,Language pro
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