語言習得
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語言習得(粵拼:jyu5 jin4 zaap6 dak1;英文:language acquisition)係指一個人由唔識用語言變到識嘅過程。可以分爲
兩大類。
基本概念[編輯]
首先,思考內隱知識(tacit knowledge;指好似行路等唔使有意識噉諗都展現到嘅知識)嘅概念。
- 事實表明,是但搵隻語言,如果語言學家要由「完全唔知嗰隻語言嘅嘢」去到「詳盡噉明文紀錄嗮隻語言啲詞庫同文法等嘅特性」,要用成閒閒哋十幾年嘅時間先搞得掂,而且就算做嗮呢啲嘢,都唔等如佢哋能夠純熟噉運用隻語言講嘢同寫嘢。
- 不過事實又好明顯係,一個細路可以喺生命頭嗰幾年內齋靠聽身邊啲大人講嘢,學識純熟運用自己嘅母語。噉就表示佢個腦實係成功噉响相對短嘅時間內學咗極大量嘅知識,而且因為佢唔使有意識諗都可以用自己隻母語,意思即係話佢吸收咗嘅應該係極大量嘅內隱知識[1]:Ch. 1。
研究方法[編輯]
習慣化[編輯]
習慣化(habituation)係語言習得研究上成日用嘅一種研究方法。
語言學研究成日會攞大人或者 BB 做研究對象,想探究「以呢隻語言做母語、屬呢個年齡層嘅人,能唔能夠聽得出兩吓聲有分別?」噉嘅問題;問題係 BB 未識講嘢,所以唔似得大人噉曉話俾研究者知佢哋感知到嘅嘢;但已知認知心理學上有習慣化呢種現象,習慣化係指多種嘅動物(包括人類)如果重複噉經歷到某樣刺激,而樣刺激係無關痛癢嘅,佢哋會慢慢變到對呢樣刺激冇嗮反應;例如一位研究者想知 4 個月大嘅 BB 曉唔曉分辨 [l] 同 [r] 呢兩種聲,佢可以一路監察住個 BB,再一路俾佢聽一系列 [l] 音,等個 BB 對呢隻聲習慣化,然後去到咁上下,研究者會畀 BB 聽 [r] 嘅音-如果個 BB 識得分到呢兩種聲,噉佢理應會對 [r] 有反應,而唔係對吓聲有「習慣咗」噉嘅無反應[2][3]。
有研究試過搵咗啲 BB 返嚟,睇吓佢哋分辨唔同聲嘅能力。研究指直至大約 10 個月大為止,BB 一路都能夠分辨唔同嘅聲,但一到咗 11 至 12 個月大左右,啲 BB 分辨聲嘅能力就開始「專化」到迎合自己嘅母語-即係例如以日本話做母語、一路聽住屋企人講日本話嘅 BB,會喺呢個時期變到唔識分 [l] 同 [r](日本話唔會分辨嘅兩隻聲,英格蘭話會分辨),技術化啲講即係似乎將 [l] 同 [r] 呢兩隻實際上唔同嘅聲當正係屬於同一款 phoneme 噉[4]。
第二語言[編輯]
舉具體啲嘅例子說明,想像而家有個細路,叫佢做「明仔」:明仔阿爺阿嫲嗰輩就由廣東移民過咗美國,佢喺美國出世同大,同屋企人講開廣東話,同阿爺阿嫲(例如)飲茶嗰時完全 100% 係用廣東話講嘢嘅;而等到明仔夠大個嗰陣,佢就返學,喺學校嗰度學英文,用英文同老師同學溝通,不過同屋企人就繼續用廣東話;喺呢個情況下,明仔嘅 L1 係廣東話而 L2 係英文,佢學英文嘅過程係一段 SLA。
母語干擾[編輯]
語用問題[編輯]
睇埋[編輯]
文獻[編輯]
- Kang, X., Yip, V., Matthews, S. et al. (2023). A large-scale repository of spoken narratives in French, German and Spanish from Cantonese-speaking learners. Sci Data 10, 183.
- Shortt, M., Tilak, S., Kuznetcova, I., Martens, B., & Akinkuolie, B. (2023). Gamification in mobile-assisted language learning: A systematic review of Duolingo literature from public release of 2012 to early 2020. Computer Assisted Language Learning, 36(3), 517-554,呢篇綜述文睇勻咗有關 Duolingo 嘅研究,研究 Duolingo 專登設計到好似隻遊戲噉樣會點影響學語言嘅人嘅學習動機;講到啲研究點樣由認知同外在動機等嘅角度嚟思考呢條問題。佢哋結論係噉嘅:"To sum up, these results paint a mixed (and sometimes negatively skewed) picture of Duolingo's effectiveness in improving foreign language performance and generating sustained engagement and motivation. Gamified presentation seems to be more enjoyable (at least initially) than typical classroom text-based presentation of learning materials; yet, once the novelty effect wears off, the gamification elements cannot compensate for the design decisions prioritizing competition over collaboration, repetition and translation over meaningful feedback and context, and passive receptive skills (listening and reading) overactive productive skills (speaking and writing)."
引咗[編輯]
- ↑ Hayes, B. P. (2010). Introductory linguistics (PDF). Unpublish textbook.
- ↑ Phillips, C.; Pellathy, T.; Marantz, A.; Yellin, E.; Wexler, K.; McGinnis, M.; Poeppel, D.; Roberts, T. (2001). "Auditory Cortex Accesses Phonological Category: An MEG Mismatch Study". Journal of Cognitive Neuroscience. 12 (6): 1038-1055.
- ↑ Draganova, Rossitza; Eswaran, Hari; Murphy, Pamela; Huotilainen, Minna; Lowery, Curtis; Preissl, Hubert (2005-11-01). "Sound frequency change detection in fetuses and newborns, a magnetoencephalographic study". NeuroImage. 28 (2): 354-361.
- ↑ 5.1 How Babies Learn the Phoneme Categories of Their Language. Essentials of Linguistics. Open Library.
拎[編輯]
- English language levels (CEFR),呢度講解點樣用歐洲共同語言參考標準(CEFR)評定啲人「英文能力有幾高」。