学习一语还是学习二语?——墨西哥聋孩E.M.现象分析  

First Language Acquisition or the Second Language Acquisition?——The Analysis of the Mexican deaf child E.M.

作　　者：赵登明[1] 尹小红[1] 

机构地区：[1]西北师范大学外国语学院,甘肃兰州730070

出　　处：《甘肃联合大学学报（社会科学版）》2013年第4期78-80,共3页Journal of Gansu Lianhe University:Social Sciences

摘　　要：先天性聋哑的15岁男孩E.M.已经掌握了许多关于世界的知识。他在大脑中贮存知识的那种方式在功能上相当于普通人的语言,所以E.M.学习西班牙语是学习第二语言。因为聋哑人获得知识的方式不同,他们组织知识的方式和表达信息的方式也不同于从先辈那里获得知识的普通人,所以仅仅掌握粗糙知识系统的E.M.要学习精密细腻的有声语言很困难,并不是因为错过了语言习得关键期。The 15year old boy E. M. who has been profoundly deaf since birth has gotten a lot of knowledge. The way he storing the knowledge is like ordinary people＇s language functionally, so the Spanish E. M learned is the second language. The deaf get the knowledge in a different way, so the way they organizing knowledge and the way they expressing mes sage is also different from the ordinary people who got knowledge from their ancestors. The reason why E. M who mas tered the rough knowledge system has difficulties in learning the elaborate verbal language is not just because he missed the critical period for verbal language development.

关 键 词：语言习得关键期 一语习得 聋哑人 

分 类 号：I10[文学—世界文学]