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The role of prefabricated language in young children's second language acquisition.

机译：预制语言在幼儿第二语言习得中的作用。

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摘要

The debate over the role of memorized chunks of sentences called prefabricated language (PL) in young children's second language acquisition (SLA) has a long history. Mainly because of a methodological problem in defining and identifying PL and in distinguishing it from creative language, previous studies of PL have not provided clear and convincing evidence to support the claim that PL directly feeds into creative language. Also, the previous studies have failed to answer the question of a possible “reanalysis” of PL by an internal or preprogrammed process.; This study was an attempt to solve the methodological problem and to investigate whether and how PL contributes to the creative process during the transitional stage from single-word utterances to multiword utterances in SLA. In order to determine the relationship between PL and creative language, the author revised a method recently developed for PL research in first language acquisition to fit the context of the current multicase study of English-language acquisition by four young Japanese children. Also, the effect of verbal interactions on PL analysis was examined to determine whether any external factors motivate PL analysis.; The results showed that most of the creative language in this study was constructed from PL or from analyzed PL—not from freely combined single words. Qualitative examination of the data revealed that the subjects who produced a larger number of creative sentences possessed a greater variety of PL and analyzed PL in a more sophisticated manner. Additionally, some productive errors and rule applications were present during PL analysis by the subjects. However, the study found no interactional effect on PL analysis.; These findings suggest that PL is the origin of creative language and the problem of “reanalysis” remains, the study reveals that PL plays a major role in the beginning stages of SLA. This study, which has some pedagogical implications, also raises issues for future studies.
机译：关于被称为预制语言（PL）的记忆句子在幼儿第二语言习得（SLA）中的作用的争论历史悠久。主要是因为在定义和识别PL以及将PL与创造性语言区分开时存在方法论问题，以前的PL研究没有提供明确和令人信服的证据来支持PL直接提供给创造性语言的主张。同样，先前的研究未能通过内部或预编程的过程回答可能的PL“重新分析”问题。这项研究旨在解决方法论问题，并研究在从SLA的单词发声到多词发声的过渡阶段，PL是否以及如何促进创作过程。为了确定PL和创造性语言之间的关系，作者修订了最近为母语学习中的PL研究而开发的一种方法，以适应当前由四个日本小孩子进行英语习得的多案例研究的背景。同样，检查了言语互动对PL分析的影响，以确定是否有任何外部因素促使PL分析。结果表明，本研究中的大多数创造性语言都是从PL或经过分析的PL而非从自由组合的单个单词构成的。对数据的定性检查表明，产生大量创造性句子的受试者拥有更多的PL，并以更复杂的方式分析了PL。此外，在受试者的PL分析过程中，存在一些生产性错误和规则应用。但是，该研究发现对PL分析没有交互作用。这些发现表明，PL是创造语言的起源，“重新分析”的问题依然存在，该研究表明PL在SLA的开始阶段起着重要作用。这项研究具有一定的教学意义，也为以后的研究提出了问题。

著录项

  • 作者

    Perera, Natsuko Shibata.;

  • 作者单位

    Georgetown University.;

  • 授予单位 Georgetown University.;
  • 学科 Language Linguistics.; Education Bilingual and Multicultural.
  • 学位 Ph.D.
  • 年度 2000
  • 页码 346 p.
  • 总页数 346
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 语言学;
  • 关键词

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