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儿童语言学主要是心理学和语言学交叉的一门边缘性学科,因其独具的学科理论价值和实践指导意义,在西方已取得了引人注目的进展。而我国的儿童语言学起步较晚,成果相当有限。令语言学界深感不安的是,在这有限的成果里,属于语言学界的几乎等于零。李宇明唐志东出版的《汉族儿童问句系统习得探微》(华中师范大学出版社1992年,以下简称《探微》)给语言学界带来了一片光彩。其熠熠之光不仅来自作者数年如一日呕心沥血的钻研精神,更主要来自《探微》的开创价值和启示意义。 如果说Chomsky天赋语言能力先验论已深入人心,那么我们可以在一定程度上说不同语言的母语习得正反映了各种语言的发生过程。我们并不想否定各种语言习得的共同性,然而西方儿童语言学探索的只是西方某种语言发展的规律和过程,至于汉语发展的过程和规律
Children’s linguistics is mainly a marginal discipline that crosses psychology and linguistics. Due to its unique academic value and practical guidance, children’s linguistics has made remarkable progress in the West. However, the children’s linguistics in our country started relatively late with a rather limited result. What makes linguistics so disturbing is that in this limited achievement, linguistics almost equals zero. The exploration of the Chinese children’s questioning system (published by Central China Normal University Press in 1992, hereinafter referred to as “probing”) published by Li Yu-ming and Tang Zhidong has brought glory to the linguistics community. Its sparkling light not only comes from the painstaking efforts of the author, but also comes from the pioneering value and enlightenment significance of “probing.” If we say that the a priori knowledge of the linguistic abilities of Chomsky has gained popular support, then we can to a certain extent say that the mother tongue acquisition in different languages reflects the process of various languages. We do not want to deny the commonality of all kinds of language acquisition. However, western children’s linguistics only explores the laws and processes of the development of a certain language in the West. As for the process and laws of Chinese language development