解献芬. 儿童早期功能语类习得:普遍语法阵营内的成熟论与连续论之争[J]. 北京电子科技学院学报, 2025, 33(2): 129-138.
    引用本文: 解献芬. 儿童早期功能语类习得:普遍语法阵营内的成熟论与连续论之争[J]. 北京电子科技学院学报, 2025, 33(2): 129-138.
    XIE Xianfen. Young Children’s Acquisition of Functional Categories: the Maturity-Continuity Debate[J]. Journal of Beijing Electronic Science and Technology Institute, 2025, 33(2): 129-138.
    Citation: XIE Xianfen. Young Children’s Acquisition of Functional Categories: the Maturity-Continuity Debate[J]. Journal of Beijing Electronic Science and Technology Institute, 2025, 33(2): 129-138.

    儿童早期功能语类习得:普遍语法阵营内的成熟论与连续论之争

    Young Children’s Acquisition of Functional Categories: the Maturity-Continuity Debate

    • 摘要: 在普遍语法阵营内,对于儿童母语早期功能语类习得,学者们持有“成熟论”和“连续论”两派不同的观点。本文首先分别梳理了在这两派观点内部各自不同研究,对同一派别内研究者所持的观点进行了比较,分析了不同研究之间“大同小异”的本质;其次,本研究对两派观点进行了对比分析,指出两派理论差别的源头在于学者们对普遍语法这个语言发展内在机制和外部语言输入机制的认知差异,这实质上也是对儿童句法习得过程的认知差别。基于汉语以及国外儿童语言习得相关研究综合分析,本研究认为儿童早期语言发展初始状态方面的差别不是两派观点差异的本质所在,不应该被过分强调。最后,本文强调要从多个角度综合探究儿童母语的语言习得问题,从而推进该领域研究的发展。

       

      Abstract: Regarding the young children’s acquisition of functional categories, scholars within the Universal Grammar(UG) framework hold divergent perspectives of “Maturation Theory” and “Continuity Theory”. This paper first systematically reviews and compares studies within each theoretical camp, identifying nuanced differences among researchers who ostensibly share the same stance. It then conducts a comparative analysis of the two theories, arguing that their fundamental divergence stems from their different cognition on the function of “UG as an innate mechanism” and “external linguistic input” in the process of young children’s syntactic development. Based on a comprehensive synthesis of domestic and international research on child language acquisition, this study posits that the scholars’ different opinions on the “initial state” of early language development are not the core source of their theoretical disagreement and should not be overemphasized. Finally, the paper advocates for a multifaceted exploration of children’s native language acquisition, integrating perspectives from cognitive science, neurobiology, sociolinguistics, etc. so as to advance research in this field.

       

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