SECOND‐LANGUAGE ACQUISITION FROM A FUNCTIONALIST PERSPECTIVE: PRAGMATIC, SEMANTIC, AND PERCEPTUAL STRATEGIES *
SECOND‐LANGUAGE ACQUISITION FROM A FUNCTIONALIST PERSPECTIVE: PRAGMATIC, SEMANTIC, AND PERCEPTUAL STRATEGIES *
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从功能主义的角度来看第二语言习得：语用、语义和知觉策略*
DOI：
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发表时间：
1981
期刊：
影响因子：
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通讯作者：
B. MacWhinney
中科院分区：
文献类型：
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作者：
E. Bates;B. MacWhinney
在1977年斯坦福大学儿童语言论坛的主题演讲中，苏珊·欧文-特里普对过去十年中积累的关于语义学、语用学、话语结构等语言学的所有研究进行了反思。作为所有这些领域的先驱，ErvinTripp博士向我们提供了以下提醒：我们从未解决过语法如何习得的问题。虽然意义和功能的研究本身就很有价值，但它们需要更进一步，了解语义和语用因素如何影响语法形式的发现和使用。实现这一目标的方法之一是通过构建一个表现语法--一个关于语用、语义和知觉处理策略的统一理论，成人和儿童在话语语境内外都使用这些策略来理解和产生句子。这样的语法不仅关注语言或个人对规则的“拥有”，而且关注语法信息在真实的时间中的处理方式。在单语者中，我们有证据表明语法处理以令人难以置信的速度发生，同时整合许多不同层次的话语。例如，对语篇和语法关系的语言学研究表明，每一个语法指示都传达着许多不同的交际功能。心理语言学研究表明，听者从在线听力理解实验中呈现的第一个单词开始，就能快速、平行地整合来自语篇各个层面（语音、词汇关系、词序和先前的语篇语境）的信息。考虑到这些限制，一个成年双语者的成就似乎不亚于奇迹。首先，双语者处于将相同的潜在含义和意图映射到两个
In her 1977 keynote address to the Stanford Child Language Forum, Susan Ervin-Tripp offered some reflections on all the research that has accumulated in the last decade on semantics, pragmatics, discourse structure, and so~iolinguistics.~~ As a pioneer in all of these areas, Dr. ErvinTripp offered us the following reminder: we never did solve the problem of how grammar is acquired. Although studies of meaning and function are valuable in their own right, they need to be taken one step further, to an understanding of how semantic and pragmatic factors influence the discovery and use of grammatical forms. One way to meet this goal is through the construction of a performance grammar-a unified theory of the pragmatic, semantic, and perceptual processing strategies that adults and children use to comprehend and produce sentences, inside and outside of a discourse context. Such a grammar would focus not only on the “possession” of a rule by a language or by an individual, but on the way grammatical information is handled in real time. In monolinguals, we have evidence suggesting that grammatical processing takes place with incredible speed, integrating many different levels of discourse simultaneously. For example, linguistic research on the relationship between discourse and grammar has shown that many different communicative functions are conveyed with every single grammatical d e c i s i ~ n . ’ ~ ~ ~ ~ Psycholinguistic research has shown that listeners integrate information from every level of discourse (phonology, lexical relations, word order, and prior discourse context) rapidly and in parallel, from the very first word presented in on-line sentence-comprehension experiment^.^^ Given these constraints, the accomplishments of an adult bilingual seem nothing short of miraculous. First of all, the bilingual is in the unique position of mapping the same underlying meanings and intentions onto two