Functional Categories and Language Acquisition
Functional Categories and Language Acquisition
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功能类别和语言习得
DOI：
10.1017/s0008413100021976
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发表时间：
1992
期刊：
影响因子：
--
通讯作者：
Máire B. Noonan
中科院分区：
文献类型：
--
作者：
E. Guilfoyle;Máire B. Noonan
许多理论家（例如，Hyams 1987; Pinker 1984）在生成语法的框架内提出了“连续性假设”。在这种观点下，语言习得是由一系列连续的阶段组成的。儿童从一个阶段进入另一个阶段，在每个阶段，儿童所设定的语法都由普遍语法（UG）决定。从一个阶段到另一个阶段的动机来自于语言环境中的一个触发器，它使孩子重新构建她的语法，从而进入下一个阶段。连续性假说为许多语言结构的习得提供了解释;然而，在许多情况下，很难准确解释语言环境中的哪些数据作为触发器，以及为什么它们对儿童的语法产生影响。
Many theorists (e.g., Hyams 1987; Pinker 1984) working in the framework of generative grammar have assumed the “Continuity Hypothesis”. Under this view language acquisition is made up of a series of continuous stages. The child moves from one stage to another, and at each stage the grammar posited by the child is determined by Universal Grammar (UG). The motivation for the movement from one stage to another comes from a trigger in the language environment which causes the child to restructure her grammar, and so move on to the next stage. The Continuity Hypothesis has provided an explanation for the acquisition of many linguistic structures; however, in many instances it has been difficult to explain exactly which data in the language environment act as a trigger, and why they have an effect on the child’s grammar.