布鲁纳与维特根斯坦语言学习思想的比较分析

Language Learning in Bruner and Wittgenstein:A Comparative Study

在儿童发展的过程中 ,语言的获得是一个很重要的阶段。但是 ,在我们努力为儿童的进一步发展进行教育学上的研究之前 ,我们很有必要了解在语言学习过程中关于教学的各个环节。美国著名结构主义心理学家杰罗姆·布鲁纳调和了维特根斯坦中后期有关教学的思想以及扩展了诺姆·乔姆斯基语言获得图式 (LAD)的思想 ,并提出了一个很具有影响力的提议。维特根斯坦关于教学的观点向人们提出了一个假设以及一个难解的谜团。笔者将在本文探讨布鲁纳和维特根斯坦的语言学习思想 ,批判地对其进行比较分析 ,最后得出结论 。

A crucial phase in the child's development comes with its acquisition of language, but before we can engage in any pedagogical efforts to further infant development or to aid atypical cases, we need to understand methodologically what occurs during language learning. Jerome Bruner, in a methodological adaptation of Ludwig Wittgenstein's middle and later work in an extension of Noam Chomsky's LAD, has put forth one influential proposal. Ludwig Wittgenstein's own remarks on the topic also furnish an interesting story independent of Bruner's selective use of his corpus, especially insofar as his approach results in an irreducible riddle and a hypothesis by his own account. The two views are explored, contrasted and critiqued. In the end, neither will do to resolve problems in our methodological understanding of language acquisition, for which the most important reasons are given.