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儿童语言习得是一个极其复杂的过程,会受到心理、生理、社会、文化等各方面因素的影响,儿童怎样学会说话这个问题许多世纪以来一直吸引着人们。儿童从出生开始就要学习语言、文化,了解和认识世界,儿童语言习得也经历不同阶段,有关研究也因此提出了不同的理论与假说,包括后天性学习理论,以乔姆斯基为代表的先天的语言能力理论,以皮亚杰为代表的认识论,及以韩礼德为代表的功能论等。儿童语言的习得也伴随着语义系统习得和发展,本文从儿童语言习得阶段出发,对其相关理论并结合语义发展进行探究,以促进儿童语言能力的发展。
Children’s language acquisition is an extremely complicated process, which is influenced by various factors such as psychology, physiology, society and culture. The question of how children learn to speak has attracted people for many centuries. Children learn language, culture, understanding and understanding of the world from birth, and children’s language acquisition also goes through different stages. Therefore, different theories and hypotheses have been proposed in the research, including the theory of acquired learning, represented by Chomsky The theory of innate language ability, the epistemology represented by Piaget, and the functional theory represented by Halliday. The acquisition of children’s language is also accompanied by the acquisition and development of the semantic system. Based on the stages of children’s language acquisition, this article explores its related theories and semantic development to promote the development of children’s language skills.