个体的社会化与其语言习得文档格式.docx

个体的社会化与其语言习得文档格式.docx

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1.2Languagesocializationtheoryonlanguageacquisition4

Chapter2Socialization………………………………………………….7

2.1Thedefinitionofsocialization7

2.2Typesofsocialization8

2.3Maincontentofsocialization12

Chapter3Functionsoflanguageacquisitioninanindividual’s

socialization………………………………………………….16

3.1Languageistheinstrumentofsocialization16

3.2Languageacquisitionisthecontentofsocialization19

3.3Theacquisitionofasecondlanguageisimportanttothe

higherlevelofanindividual’ssocialization21

Chapter4Functionsofthesocializationintheprocessofan

individual'

slanguageacquisition………………………………….23

4.1Influencesofsocialinteractionsonanindividual’slanguage

acquisition23

4.2Influencesofcultureonanindividual’slanguageacquisition29

4.3Influencesofothersocializationfactorsonlanguageacquisition36

Chapter5Conclusion……………………………………………………..38

Reference40

Abstract

Socializationreferstotheprocessthroughwhichanindividualbecomesasocialbeingfromanaturalbeing.Duringtheindividual’ssocializationtheimportanceoflanguageacquisitioncannotbeneglected.Languageisanimportantinstrumentofsocialization.Intheprocesswhenanindividuallearnsbasicknowledgeandlaborskills,acquireshisownlivingaimsandvaluesjudgment,andinternalizesbehaviornorms,languageisindispensable.Withouttheaidoflanguagetheindividual’ssocializationcannotberealized.Fromtheaspectsoftypesandcontentsofsocialization,languageacquisitionisthecontentofsocialization.Onthecontrary,theindividualisrestrictedbythesociety.Hislanguageabilitycanberealizedonlythroughbeingmediatedbysocialactivities.Duringtheprocesswhentheindividualacquirestheknowledgeoflanguagehemustatthesametimeacquirestheknowledgeofthesocietywhichhelivesin.Socialinteractionsnotonlysetthesocialfoundations,butalsoprovideanimportantsourceofenvironmentalsupportforlanguageacquisition.Socialculturehasgreatinfluencesontheunderstandingandmasteryofthevocabulary,theorderoflanguageacquisition,andtheforeignlanguageacquisition.Inaddition,anindividual’slanguageacquisitionisinfluencedbysomeothersocializationfactorssuchasfamily,schoolandmassmedia.Theindividual’smasteryanduseoflanguageindicatehissocialunderstandingandthelevelofhissocialization.Therefore,anindividual’ssocializationandhislanguageacquisitionhaveinteractivefunctionsandareproceedingincoordination.

KeyWords:

socializationlanguageacquisitionlanguage

socialactivitiesinteractivefunction

内容提要

社会化是个体从自然人转变为社会人的过程。

在个体社会化过程中，语言习得的重要作用是不容忽视的。

语言是社会化的重要工具。

个体无论是在习得人类生活的基本知识和劳动技能，还是获得自身的价值观、文化观和道德观，以及掌握行为规范时都不能离开语言。

若不借助语言工具，个体社会化则无法实现。

从社会化的种类及其内容来看，语言习得又是社会化的重要内容。

反之，个体受社会的制约，个体的语言能力只有通过社会活动的调节才能实现。

个体在获得语言知识的同时必须获得关于他们生活于其中的社会的知识。

社会活动为个体语言习得提供了社会基础与交际环境；

社会文化对于个体词汇的理解与掌握、语言习得的顺序以及外语习得都有着较为深刻的影响。

此外，个体的语言习得还受到了家庭、学校、大众传媒等诸多社会化因素的影响。

个体对于语言的掌握及使用体现了他对社会的理解及其社会化程度的高低。

因此，个体的社会化与其语言习得相互作用，相辅而行。

关键词:

社会化语言习得语言相互作用社会活动

Chapter1Introduction

1.1Twomainconflictingtheoriesonlanguageacquisition

Formanyyearsthefieldonanindividual’slanguageacquisitionhasbeenexploredbymanylinguists,whohavegivendifferentexplanationsandformedtheirowntheories.Amongthesevarioustheoriesoflanguageacquisitionthereexisttwomainconflictingviews,whichareBehaviorists’stimulus-responsetheoryandChomsky’srationalistictheoryonlanguageacquisition.

Chomsky’stheoryoflanguageacquisitionisformedpurelyonthebasisofbiology,whichholdsthatachild’sacquisitionoflanguageisinessencedecidedbyakindofbiologicalability.ChomskyconnectsthisbiologicalabilitywiththeUniversalGrammarwhichisregardedaschild’sinnateresourceinlearninglanguagesignalfromoutsideworld.HewillconstructacertaingrammaticalsystemonthebasisofUniversalGrammarsoastoreachthelevelofgraspingalanguage.

TheLanguageAcquisitionDevice（LAD）modelinChomskyisessentiallyasfollows:

InputLanguageOutput（agrammar

（languagedata）AcquisitionDeviceofalanguage）

AcquisitionistheprocessthroughwhichlanguagedatagoesintotheLAD‘blackbox’andagrammarcomesout;

theLADevaluatesalternativegrammarstoseewhichbestfitstheincomingdata.（Cook,1993）

AccordingtoChomsky’stheoryoflanguageacquisition,whatwe‘knowinnately’aretheprinciplesofthevarioussubsystemsoftheinitialstateofthechild’smindandthemanneroftheirinteraction,andtheparametersassociatedwiththoseprinciples.Whatwelearnarethevaluesoftheparametersandtheelementsoftheperipheryalongwiththelexicontowhichsimilarconsiderationsapply（Chomsky,1986）.

Principlesarenotinasense“acquired”fromoutsidesincetheyarealreadypresentaspartofUniversalGrammarinsidethemind;

instead,theybecomeattachedtotheperson’sknowledgeofaparticularlanguagetogetherwithvaluesforparameters.Thisisnottosaythatachild’sspeechwillshowimmediatesignsof,forexample,theProjectionPrinciple,asheorshemaybeunableatfirst,tohandlethelengthortypeofsentencewhichwouldshowitinaction----youcan’tprojectmuchontothesentenceifyouareonlyabletosayonewordatatime.Universalprinciplesalsocontainasetofparametersthatallowgeneralprinciplestooperateincertainways,accordingtowhichparticulargrammarsofnaturallanguagevary.Forexample,evenifyouhavethepro-dropparameterpresentinyourmind,youstillneedtodetectwhichsettingisrightforit----whetheryourparentsarespeakingapro-dropornon-pro-droplanguage.Theparameterhastobe“triggered”bysomethinginthelanguageinputthechildhears.Anotherexample,thewordorderparametersforEnglishmaybetriggeredbyhearingsentencessuchas“Johnateanapple”,thewordorderparametersforJapanesebyhearing“私はリんごを食べてぃます。

”（Iappleameating.）

Stimulus-responsetheoryisoneofthemainfeaturesofbehaviorism.Accordingtobehaviorists,Skinner,Bloomfieldandsoon,achild’slanguageacquisitiondeviceisthereinforcementoftheresponsetooutsidesignals.Someearlyformsofbehavioristtheoryattempttoexplaintheacquisitionoflanguageinearlychildhoodasanexampleofshapingthebaby’sbehaviorbyrepeating,thusreinforcing,soundswhichresemblewordsandsobringingthebabytouttercorrectlyanincreasingnumberofwords.Learningthatsayingcertainwordswasrewardedwithchargesintheenvironmentledtoreinforcementofausefulvocabulary.Gradually,theapprovalandcomprehensionshownasthechildcopiedthespeechofotherswouldreinforceandincreasetheuseoflanguage（Sutherland1988:

103）.Behavioristtechniqueshavebeenalsousedinlearningaforeignlanguage,particularlyinthestructuringofdrillexercisesinlanguagelaboratories.Alargenumberofexamplesoftheuseofthestructureorphraseareofferedforrepetitionbythelearner.Theseexamplesarefollowedbyverysimplequestionswhosecorrectanswerdemanduseofthephraseorstructure.Insuchlearningthereislittleprobabilityofwronganswers,andthelearnerisreinforcedbyhearingthecorrectanswerrepeatedbythevoiceoftheteacher.Thefrequentrepetitionsaredesignedtoelicitanautomaticresponsetoastimulusphrase.

Accordingtobehaviorists,thechainofstimulus-responsereflexesmaybeillustratedby

（S1R1）（S2R2）（S3R3）…

Thearrowhererepresentsacausalrelationship;

thestimulusisacauseandtheresponseitseffect.Inthiswaythegrammarofalanguageisassumedtobelearned.Thefirstwordofanutteranceisproducedastheresponse（R1）tosomeexternalstimulus（S1）;

theproductionofR1thenservesasastimulus（S2）towhichthesecondwordisaresponse（R2）;

andsoon.ThecausalrelationshipsbetweentheS—Rreflexesarebuiltuponthebasisoftheirpreviousassociation.Generally,ofcourse,therewillbemorethanonepossibletransitionfromonewordtothenextinagrammaticallyacceptableutterance,andthestrengthoftheassociativebondbetweenaparticularwordanditspossiblesuccessorswillvaryaccordingtothefrequencywithwhichtheyhavebeenassociatedinthepastandtheirassociationreinforced.Itwillbeclearthatthisviewofthegrammaticalstructureofutteranceslendsitselfverynaturallytofurtherdevelopment.ForstatisticalprobabilitiescanbeassignedtoeachofthesetofpossiblesuccessorsateachpointoftransitionfromoneS—Rreflextothenext（Lyons1977:

124）.

1.2Languagesocializationtheoryonlanguageacquisition.

Asismentionedabove,Behavioristsemphasizethatachild’slanguageacquisitionisdecidedbythefunctionsofoutsidesignals,inotherwords,achildisonlyapassivereceiveroflanguageknowledge;

whileChomskyputsemphasisonthechild’sinnateabilityoflearninglanguageandtheformationofUniversalGrammar.Bothofthetwotheoriesemphasizeonlyoneaspectoflanguageacquisition,eithertheinnatecompetenceortheoutsidesignals.Thecommongroundofthetwoispayinglittleattentiontotheinteractivefeaturesofverbalcommunication.Accordingtothem,solongasthegrammaticalrulesaregrasped,thelanguageisacquired,andthesocialandverbalcommunicationamongindividualsseemtohavenoeffectonthelanguageacquisition.

Thesocializationtheoryoflanguageacquisitionisdifferentformthetwotheoriesinwhattheybothneglect.Itemphasizesthedualityofanindivid