From the perspective of the poverty of stimulus argument and the cognitive development theory, this paper attempts to reveal the mechanism of language acquisition. The poverty of stimulus argument theoretically proves...From the perspective of the poverty of stimulus argument and the cognitive development theory, this paper attempts to reveal the mechanism of language acquisition. The poverty of stimulus argument theoretically proves the hypothesis that based on their finite linguistic experience, children can construct their complete language knowledge system. Language acquisition is the process of acquisition of core grammar and of mental representation of vocabulary. Parameter values must be set in the process of children＇s core grammar acquisition. Vocabulary of natural language is stored and processed in the form of conceptual representation, which is associated with syntactic structures by projection rules and bounded by various well-formed rules. The cognitive development theory claims that language acquisition is a development process of universal grammar into particular grammar, which is redescribed at a higher level.展开更多
The present paper discusses three major sources of negative effect of classroom instruction on L2 learners＇ pragmatic development： inadequate or inappropriate metapragmatic input, non-authentic classroom discourse a...The present paper discusses three major sources of negative effect of classroom instruction on L2 learners＇ pragmatic development： inadequate or inappropriate metapragmatic input, non-authentic classroom discourse and grammar-oriented pedagogy, then proposes some pedagogical suggestions on developing pragmatic competence.展开更多
Based on empirical research and qualitative analysis, this paper aims to explore the effects of interlingual strategies on L2 vocabulary teaching. The results show that, during L2 vocabulary teaching process, the prop...Based on empirical research and qualitative analysis, this paper aims to explore the effects of interlingual strategies on L2 vocabulary teaching. The results show that, during L2 vocabulary teaching process, the proper application of interlingual strategies can effectively facilitate the memorization of new words, and the bilingual method （both English explanation and Chinese translation） is welcomed by most subjects. Therefore, using L1 as a means of semantization or as a tool for checking and validating L2 learners＇ understanding of word meaning should not be completely rejected, especially for adult Chinese EFL learners.展开更多
Morphology is said to play a role in word acquisition. English psych adjectives are identified as a category of words with morphological complex gradience, which consists of free morphs, derivatives and inflections. D...Morphology is said to play a role in word acquisition. English psych adjectives are identified as a category of words with morphological complex gradience, which consists of free morphs, derivatives and inflections. Due to their morphological features, psych adjectives were considered the ideal candidates to test the effect of morphology on word acquisition. This study adopted a within-group research design, where a controlled productive test and a receptive knowledge test were developed and administered to English learners of an intermediate level. Results suggested that acquisition of the inflections was significantly different from that of free morphs and derivatives in the controlled productive test, but no difference was found in the receptive knowledge test. Comparisons of the two tests for the three word groups showed that the only significant difference occurred in the inflection word group. The overall results revealed that learners experienced much more difficulty in acquiring inflectional psych adjectives. In light of the dissociation of associative memory and rule memory, two possible explanations for the learning problems were offered： 1） learners failed to represent the inflections in associative memory, or 2） they have not proceduralized the morphology rules in rule memory.展开更多
文摘From the perspective of the poverty of stimulus argument and the cognitive development theory, this paper attempts to reveal the mechanism of language acquisition. The poverty of stimulus argument theoretically proves the hypothesis that based on their finite linguistic experience, children can construct their complete language knowledge system. Language acquisition is the process of acquisition of core grammar and of mental representation of vocabulary. Parameter values must be set in the process of children＇s core grammar acquisition. Vocabulary of natural language is stored and processed in the form of conceptual representation, which is associated with syntactic structures by projection rules and bounded by various well-formed rules. The cognitive development theory claims that language acquisition is a development process of universal grammar into particular grammar, which is redescribed at a higher level.
文摘The present paper discusses three major sources of negative effect of classroom instruction on L2 learners＇ pragmatic development： inadequate or inappropriate metapragmatic input, non-authentic classroom discourse and grammar-oriented pedagogy, then proposes some pedagogical suggestions on developing pragmatic competence.
文摘Based on empirical research and qualitative analysis, this paper aims to explore the effects of interlingual strategies on L2 vocabulary teaching. The results show that, during L2 vocabulary teaching process, the proper application of interlingual strategies can effectively facilitate the memorization of new words, and the bilingual method （both English explanation and Chinese translation） is welcomed by most subjects. Therefore, using L1 as a means of semantization or as a tool for checking and validating L2 learners＇ understanding of word meaning should not be completely rejected, especially for adult Chinese EFL learners.
文摘Morphology is said to play a role in word acquisition. English psych adjectives are identified as a category of words with morphological complex gradience, which consists of free morphs, derivatives and inflections. Due to their morphological features, psych adjectives were considered the ideal candidates to test the effect of morphology on word acquisition. This study adopted a within-group research design, where a controlled productive test and a receptive knowledge test were developed and administered to English learners of an intermediate level. Results suggested that acquisition of the inflections was significantly different from that of free morphs and derivatives in the controlled productive test, but no difference was found in the receptive knowledge test. Comparisons of the two tests for the three word groups showed that the only significant difference occurred in the inflection word group. The overall results revealed that learners experienced much more difficulty in acquiring inflectional psych adjectives. In light of the dissociation of associative memory and rule memory, two possible explanations for the learning problems were offered： 1） learners failed to represent the inflections in associative memory, or 2） they have not proceduralized the morphology rules in rule memory.
