四种研究维度下学前儿童第一、第二语言习得理论探微  

A Study on the First and Second Language Acquisition Theory from Four Research Perspectives

作　　者：黄林林[1,2] 

机构地区：[1]广东外语艺术职业学院学前教育系,广东广州510507 [2]上海外国语大学英语学院,上海200083

出　　处：《唐山师范学院学报》2014年第1期145-148,共4页Journal of Tangshan Normal University

基　　金：广东省教育科研"十二五"规划项目(2011TJK116)

摘　　要：儿童为何能够在短短几年的时间里就学会复杂的发音方式、语法规则和庞大的词汇量,这引发了诸多语言学家、教育学家和心理学家的广泛关注。儿童学前认知心理取向的二语习得理论探微路式视语言和社会文化行为是一个有机的整体,认为教育语言学心理认知理论不仅适用于母语习得的研究,也适用于解释二语习得的文化障碍现象,对二语习得和认知水平的发展有着重要的指导价值和借鉴意义。Many linguists, educators and psychologists pay close attention on the reasons why children can learn complex way of pronunciation, grammar rules and a large vocabulary of language in a few years. There are a variety of theories from different interpretations and different angles on the children＇s language acquisition. The preschool children＇s language acquisition theory is probed from the perspective of linguistics, physiology, psychology, sociology so as to provide inspiration and reference for reader＇s further study.

关 键 词：学前儿童 语言习得理论 语言认知 

分 类 号：H0-06[语言文字—语言学]