萊可夫是21世紀(jì)最具影響的認(rèn)知語言學(xué)家之一。對(duì)于兒童語言的習(xí)得,萊可夫堅(jiān)持心智的體驗(yàn)性,認(rèn)為兒童通過不斷的“體驗(yàn)”產(chǎn)生刺激,形成意向圖式,從而習(xí)得語言。本文通過對(duì)兒童音像和已有資料中邏輯錯(cuò)誤的研究和分類,對(duì)萊可夫的語言習(xí)得觀點(diǎn)提出質(zhì)疑：雖然生長(zhǎng)環(huán)境和語言環(huán)境完全不同的兒童出現(xiàn)的邏輯語言錯(cuò)誤千奇百怪,但都有相似之處,如模糊邏輯,邏輯反事實(shí)詞語的運(yùn)用等特征。這些相似性對(duì)萊可夫的理論提出了有力的挑戰(zhàn)。而后通過對(duì)人腦神經(jīng)工作原理的調(diào)查,發(fā)現(xiàn)雖然腦神經(jīng)是通過外界刺激來交流、保存信息的,但有不易儲(chǔ)存、易遺忘的特點(diǎn)。這些事實(shí)和理論都證明了兒童不可能在兩三年內(nèi)只通過身體經(jīng)驗(yàn)的刺激習(xí)得語言。這也是本文的重點(diǎn)和創(chuàng)新之處。本文探討萊可夫的兒童語言習(xí)得理論,以期對(duì)兒童教育,尤其是語言障礙兒童教育有所幫助。筆者希望我國(guó)的母語和二語教育能培育出更多、更加優(yōu)秀的人才,以更好地滿足社會(huì)需求,促進(jìn)社會(huì)發(fā)展。 

【文章頁數(shù)】：108 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
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
攻讀學(xué)位期間發(fā)表論文


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期刊論文
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