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儿童在习得语言的过程中究竟怎样习得和学习词汇、词汇意义和指称,研究者们从不同角度提出了不同的理论假设,并作了相应的实验研究。这些理论假设主要有:(1)花园变化学习理论,认为儿童学习词汇是一个联想式学习过程,即把语音与感性经验的显性方面联系起来。(2)制约原则论,认为儿童习得词汇除了通常的联想式学习过程外,还必须利用某种演绎限制机制,以便对词汇意义范围和指称范围做出限制。(3)社会语用理论,认为儿童习得词汇从本质上来说是完全社会化的过程,他们学习词汇不需要特定的语言限制,需要的是具有可塑性的、强有力的社会认知技能,儿童正是依赖这种技能去理解各种情境中交际者的意图的。本文对儿童词汇习得理论进行了综观研究,对各理论假设作了分析和述评。
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基本信息:
DOI:10.16131/j.cnki.cn44-1669/g4.2002.02.008
中图分类号:H09
引用信息:
[1]曾衍桃,蔡蔚.儿童词汇习得理论述评[J].暨南大学华文学院学报,2002(02):45-52.DOI:10.16131/j.cnki.cn44-1669/g4.2002.02.008.
基金信息: