1) Grammaticalization Observed from First Language Acquisition
语法化与母语习得
2) mother tongue acquisition
母语习得
1.
The author of this article ana- lyzes different stages of children s mother tongue acquisition,sums up the differences and similarities between mother tongue acquisition and foreign language acquisition,points out some common errors made by children and proposes some constructive ideas.
在分析儿童习得母语不同阶段不同特点的基础上,总结了母语习得与外语习得的区别和共性。
2.
Therefore,it is suggested to learn from mother tongue acquisition the successive factors with a purpose to better our foreign language learning and teaching.
对比幼儿母语习得与外语教学之间的差异发现,幼儿和外语学习者在学习目的、学习动机、所接触的语言文化环境和对待语言文化及错误的情感因素上都存在差异;同时发现学习语境中教授者的合作性和对待偏误的态度也存在差异。
3) L1 acquisition
母语习得
1.
UG which was originated from L1 acquisition study aims to set up a language acquisition model adopted by young learners in different language environment.
普遍语法以儿童母语习得为载体研究不同语言背景条件下具有共性的习得模式。
2.
Under the Framework of Universal Grammar this article discusses the difference between L1 acquisition of children and foreign language learning of adults in terms of L1 and L2, the learners, the initial state, process and the final state of acquisition; It is hoped that this will bring inspiration for foreign language teaching and learning.
本文在普遍语法框架下探讨了儿童母语习得与成人外语学习在母语和外语 ,学习者本身语言习得的初始状态、习得过程和最终状态方面的差异 ,希望对外语教学有所启示。
4) First language acquisition
母语习得
1.
It is very helpful in first language acquisition(FLA) and explains reasonably many practical problems.
乔姆斯基的普遍语法理论主张从大脑内部机制研究语言习得问题,对母语习得研究有很大的启发和推动作用,合理解释了习得过程中的许多实际问题。
2.
This paper discusses the positive relevance between Grammaticalization and First Language Acquisition in two factors: 1)children s acquisition of function words in their first language;2)the grammaticalization features in the process of children s first language acquisition with regard to their linguistic structures.
从儿童母语的虚词习得和儿童母语习得中语言结构的语法化过程特征两个方面研究语法化与母语习得在过程上的正相关,从而证明母语习得实际上是语言发展过程的重演。
3.
Based on the assumption that learners internal mental development is the determinant factor in the course of learning,to put foreign language teaching in a solid theory framework,a clear understanding of the differences between child first language acquisition and adult foreign language learning is a must.
学习中起决定作用的是学习者自身的心理内在发展和心智能力,要使外语教育建立在坚实的理论基础上,就必须回答外语学习过程与儿童母语习得的异同。
5) language acquisition
母语习得
1.
This paper tries to interpret the development and features of children′s native language acquisition from the angle of native language acquisition and its development.
从母语习得与发展的角度描述儿童习得母语的过程及特点,并对母语习得与外语学习在年龄、认知能力、心理因素、社会因素及母语干扰几方面的异同进行探讨,最后提出母语习得对外语教学的启示。
2.
This paper aims at studying bilingual teaching from psycholinguistic perspective by employing some principles in children language acquisition.
本文从心理语言学的角度出发,运用儿童母语习得中的部分原理来研究双语教学。
6) Native Language Acquisition
母语习得
1.
Some Ideas about Native Language Acquisition and Foreign Language Teaching;
浅谈母语习得与外语教学
2.
Based on analysis of the theory of native language acquisition and comparison of the differences between first language acquisition and foreign language learning,this paper discusses the enlightenment of native language acquisiton on foreign language learning,and emphasizes that prominence should be given to the cultivation of learners\' linguistic competence in foreign language teaching.
通过对母语习得理论的解析,以及对母语习得与外语学习之间差异的对比分析,探讨母语习得对外语学习的启示,强调在外语教学中要注重培养学习者应用语言的能力。
补充资料：语法
语法
syntax
语法【syntax;c皿“TaKe“c」，数理逻辑中的 作为纯符号系统的形式公理理论的描述和研究(与之比较，语义(se扣。niies)涉及形式理论对象的含义).在数学基础中区别语法和语义是特别重要的，数学基础所研究的形式理论的语义不是直观上明显的.在这种情形下，形式理论语法的描述和研究常借助元理论(meta一theory)中更加可靠的直觉可信的方法来实现，元理论作为基础使用，而不直接解释所研究的复杂的语义的本质特征.例如，在公理集合论(a朋matic set theory)中，熟知的G记el的选择公理的相容性可以作为语法的、有限地可证明的结论，只要Zermefo一Fraellkel形式理论和谐，则加上选择公理也和谐. 当我们不限于数学基础而考虑证明论(prooftheo-ry)时，语法和语义的区别就不是这么重要的了.有人采用所谓的半形式系统(senU一fora长d system)，其中推演概念就与某些语义约定有关.形式语言可以实质上是集合论式地用无穷长公式等来定义.另一方面，对于有界可表示的形式语言，诸如组合逻辑(com-bmtory fogic)的语言，算术语言(algoritlm血lan即-age)，创门的语义可以用该语言的纯语法的方法严格地阐述出来.
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条