發(fā)布時間：2018-03-03 09:31

  本文選題：皮亞杰　切入點：喬姆斯基　出處：《長江大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：高中階段,英語學(xué)科教育在學(xué)生外語能力和素質(zhì)的培養(yǎng)過程中發(fā)揮著重要的作用。它要將學(xué)生的身心健康發(fā)展,升學(xué)和將來的工作對學(xué)生的能力發(fā)展需求考慮進去,同時還要從國家進一步發(fā)展和社會進步對人才的要求出發(fā),提高英語學(xué)科教育的質(zhì)量的重要性正越來越凸顯,英語科任教師和學(xué)生花費在英語學(xué)習(xí)上的時間、精力、金錢在整個教學(xué)過程中的比重也越來越大,但是高中英語實際教學(xué)效果卻不盡人意。在新課改背景下,英語教學(xué)中對學(xué)生語感的培養(yǎng)成為重中之重,如何有效地培養(yǎng)和提高中學(xué)生的英語語感能力,則顯得十分重要。在這樣的背景下,要求對言語及語感發(fā)展展開研究。作為在教學(xué)一線從事英語教學(xué)的老師來說更應(yīng)該把握語感的內(nèi)涵及發(fā)展規(guī)律,用理論知識武裝自己的頭腦,更好的指導(dǎo)教學(xué)實踐。論文研究選取皮亞杰和喬姆斯基兩位學(xué)者的理論為切入點,通過文獻梳理和對比分析深入了解他們思想的相同點和不同點,力求全面系統(tǒng)把握語感發(fā)展的實質(zhì)與規(guī)律,從而對現(xiàn)實的英語教學(xué)工作提出建議。本文緒論部分對語感發(fā)展相關(guān)概念進行了界定,闡明語言與言語、語感與語感發(fā)展各自的概念及其相互關(guān)系。第一章主要是厘清語感發(fā)展的相關(guān)概念。第二章為皮亞杰與喬姆斯基語感發(fā)展心理機制的比較。皮亞杰以認知圖式理論來分析認知、思維、語感的發(fā)展,而喬姆斯基的語感發(fā)展的理論基礎(chǔ)是轉(zhuǎn)換生成語法理論。第三章為皮亞杰與喬姆斯基語感發(fā)展階段的比較。皮亞杰認為語感發(fā)展經(jīng)歷了感知運動階段、前運算階段、具體運算階段、形式運算階段四個不同階段,突出了兒童自我中心言語的發(fā)展。喬姆斯基認為言語習(xí)得是初始態(tài)到穩(wěn)定態(tài)的發(fā)展,人腦中有固定的語言習(xí)得裝置,那么語言能力在任何時候就沒有質(zhì)的區(qū)別,不存在質(zhì)的不同階段。第四章為皮亞杰與喬姆斯基語感發(fā)展的影響因素比較。皮亞杰堅持語感發(fā)展的相互作用論,喬姆斯基則強調(diào)語感發(fā)展的環(huán)境觸及轉(zhuǎn)化論。第五章為結(jié)論及啟示。通過比較分析可以看出皮亞杰與喬姆斯基二者最主要的不同就表現(xiàn)在語感發(fā)展的心理機制、語感發(fā)展的影響因素、語感發(fā)展的階段等三個方面。以喬姆斯基為代表的語言能力天賦論和以皮亞杰為代表的言語發(fā)展建構(gòu)論存在著相通性和相異性,二者表明了語言能力的先天與建構(gòu)統(tǒng)一的辯證歷程。
[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.
【學(xué)位授予單位】：長江大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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