Unit4

LanguageLearning

TextAHowDoWeAcquireLanguage?

DonnaJoNapoliLearning

ObjectivesReadingSkills

CriticalThinkingCommunicativeCommunicativeCompetenceInterculturalCompetenceReadingSkillsCommunicativeCompetence

SummarizethemainideaofeachparagraphIdentifytopicsentencesandkeywordsIdentifysupportingdetailsLearning

ObjectivesIllustrateyourpointswithappropriateexamplesUsetopicsentencesandsupportingsentencestoorganizeyourpresentation/essayUseeuphemismsforpossiblyimpoliteexpressionsCriticalThinkingInterculturalCompetenceLearning

ObjectivesUsedifferentexamplestosupportdifferentaspectsofanideaUseobservationandliteraturetocollectfirst-handandsecond-handevidenceCritiquea“popular”folktheorywithexemplificationandreasoningBeawareofthedifferencesandsimilaritiesbetweenEnglishandChineseeuphemismsComparetheChineselanguageandtheEnglishlanguageintermsofL1andL2learningUnderstandtheeffectsofculturaldifferencesoncommunicationandlanguagelearningLeadinDowelearnalanguageinthesamewaythatwelearntoswimordrive?Dochildrenpickuptheirmothertongueinthesamewaythatadultslearnaforeignlanguage?Howmanyofyouhaveponderedoverquestionslikethese?BackgroundKnowledge1.AbouttheAuthorDonnaJoNapoliisbothalinguistandawriterofchildren’sfiction.ShereceivedherBAinmathematicsin1970andherPh.D.inRomanceLanguagesandLiteraturesin1973,bothfromHarvardUniversity,thendidapostdoctoralyearinLinguisticsatMIT.Shehasfivechildrenandeight

grandchildren.Shedreamsofmovingtothewoodsandbecominganaturalist.Shelovestogarden,

bakebread,dance,andmakepottery.Atvarioustimesherhouseandyardhavebeenfilledwithdogs,cats,birds,andrabbits.ForthirteenyearsshehadacatnamedTaxi,andlikedtogooutsideandcall,"Taxi!"tomaketheneighborswonder.LanguageMatters:AGuidetoEverydayQuestionsAboutLanguageQuestion1:___________________________________________Question2:___________________________________________Question3:___________________________________________Question4:___________________________________________Question5:___________________________________________Howdoweacquirelanguage?Fromonelanguagetothenext:Whyisithardtolearnasecondlanguage?Whyistranslationsodifficult?Doeslanguageequalthought?Aresignlanguagesreallanguages?Doanimalshavelanguage?BackgroundKnowledgeTextAisextractedfromthisbook.Scanthroughthebookbyvisitingitswebsiteandfindoutwhatthe12questionsare:Question6:___________________________________________Question7:___________________________________________Question8:___________________________________________Question9:___________________________________________Question10:___________________________________________Question11:___________________________________________Question12:___________________________________________Whydodialectsandcreolesdifferfromstandardlanguage?Domenandwomenspeakdifferently?Andwhocares?Englishspellingishard,anditmakeslearningtoreadhard.Shouldwedoanythingaboutit?ShouldtheUnitedStatesadoptEnglishasourofficiallanguageandoverhauloureducationalsystemaccordingly?Doesexposuretoanduseofoffensivelanguageharmchildren?Cancomputerslearnlanguage?Whosespeechisbetter?BackgroundKnowledgeItisoneofthemostinfluentialtheoriesinmodernlinguisticsandNoamChomsky,whoputsforwardthistheory,isoneofthebest-knowncontemporarylinguists.UniversalGrammarproposesthattheabilitytolearngrammarandlanguageishard-wiredintothebrain.Itissharedbyallhumanlanguages.Chomskyarguedthatthehumanbraincontainsalimitedsetofrulesfororganizinglanguage.BackgroundKnowledge3.UniversalGrammar(UG)Definition:SyntacticStructures,London:Mouton,1957.CurrentIssuesinLinguisticTheory,TheHague:Mouton,1964.AspectsoftheTheoryofSyntax,Cambridge:M.I.T.Press,1965.LanguageandMind,NewYork:Harcourt,Brace&World,1968.StudiesonSemanticsinGenerativeGrammar,TheHague:Mouton,1972.TheLogicalStructureofLinguisticTheory,NewYork:PlenumPress,1975.BackgroundKnowledgeKeypublicationsofChomsky:Tobecontinued7.LecturesonGovernmentandBinding:ThePisaLectures,Dordrecht,Holland:ForisPublications,1982.8.SomeConceptsandConsequencesoftheTheoryofGovernmentandBinding,Cambridge:M.I.T.Press,1982.9.LanguageandThought,Wakefield,RI:MoyerBell,1993.10.TheGenerativeEnterpriseRevisited:DiscussionswithRinyHuybregts,HenkvanRiemsdijk,NaokiFukui,andMihokoZushi,withanewforewordbyNoamChomsky,Berlin:MoutondeGruyter,2004.BackgroundKnowledgeContinuedAnonstandardformofspeechusedbyadultsintalkingtotoddlersandinfants(幼兒和嬰兒).Itfeatureshighpitchandspecialvocabulary,e.g.doggyfordog(Para.10),daddyfordad(Para.10),kittyforcatandwawaforwater.AfeatureofbabytalkinChineseisreduplication(/r?,dju?pl?‘ke???n/復(fù)制),e.g.喝水水a(chǎn)nd吃飯飯。4.Different“types”oflanguage(motherese/babytalk,pidginandcreole,andtwinlanguage)Motherese/babytalk(Paragraph7):BackgroundKnowledge"Pidgin"describesablendofseveraldifferentlanguagesspokenbyamulticulturalpopulationintoonemutuallyunderstoodlanguage.Acreolelanguageisalsoamixtureofmultiplelanguages,butinthiscase,thenewmixedlanguagebecomesthenativelanguageforthemajorityofitsspeakers.Vocabularyisextensivelyborrowedfromotherlanguages,butthegrammaroftensharesfewtraitswiththelanguagesthatcontributedvocabulary.Grammarandsyntaxareasfullydevelopedasanyotherlong-establishedtongue.Pidginandcreole(Paragraph16):BackgroundKnowledgeOneofthebest-knownpidginlanguagesisthepidginEnglishusedinShanghaiinlate19thandearly20thcenturies.Creolelanguagesareusuallywidelyusedinpre-coloniesintheformofthemixtureofaEuropeanlanguageandthelocallanguageofthecolonies,e.g.:/wiki/English-based_creole_languages/wiki/Dutch-based_creole_languages

/wiki/Spanish-based_creole_languages

/wiki/Portuguese-based_creole_languages

/wiki/French-based_creole_languages

BackgroundKnowledgecontinuedTwinlanguageortwinspeechisoftenreferredtoasautonomouslanguage,cryptophasia,oridioglossia.Theyarealltypesofcommunicationsystems,mostcommonlyoccurringintwins.Basically,thisphenomenondescribesthewaytwoormoreclosesiblingsusewordsand/orgesturesthatarelargelyunrecognizableorevencompletelyunintelligibletoothers.ThisphenomenonshowsthatchildrencandeveloptheirowncommunicationsystembasedonUG.BackgroundKnowledgecrypto/?kr?pt??/秘密贊同者cryptophasian.雙子語；雙人密語idioglossia/,idi?'ɡl?si?/n.自語癥；自我語法Twinlanguage(Paragraph17):5.Compare:a.Firstlanguage(L1)andsecondlanguage(L2)b.L2andforeignlanguage(FL)c.LanguagelearningandlanguageacquisitionBackgroundKnowledgeInpedagogyandsociolinguistics,adistinctionismadebetweensecondlanguageandforeignlanguage,thelatterbeinglearnedforuseinanareawherethatlanguageisnotgenerallyspoken.Arguably,EnglishincountriessuchasIndia,Pakistan,Bangladesh(/?b??ɡl??de?/),thePhilippines,theScandinaviancountriesandtheNetherlandscanbeconsideredasecondlanguageformanyofitsspeakers,becausetheylearnityounganduseitregularly;indeedinsouthernAsiaitistheofficiallanguageofthecourts,governmentandbusiness.InChina(withtheexceptionperhapsofHongKong),however,EnglishisaforeignlanguageduetothelackofanumberofcharacteristicsofL2,suchashistoricallinks,media,opportunitiesforuse,andsimilarvocabulary.BackgroundKnowledgeL2vs.FL:Thereisanimportantdistinctionmadebylinguistsbetweenlanguageacquisitionandlanguagelearning.Childrenacquirelanguagethroughasubconsciousprocessduringwhichtheyareunawareofgrammaticalrules.Theygetafeelforwhatisandwhatisn’tcorrect.Inordertoacquirelanguage,thelearnerneedsasourceofnaturalcommunication.Theemphasisisonthetextofthecommunicationandnotontheform.BackgroundKnowledgeLanguageacquisitionvs.languagelearning:Languagelearning,ontheotherhand,istheresultofdirectinstructionintherulesoflanguage.Inlanguagelearning,studentshaveconsciousknowledgeofthenewlanguageandcantalkaboutthatknowledge.Theycanfillintheblanksonagrammarpage.Researchhasshown,however,thatknowinggrammarrulesdoesnotnecessarilyresultingoodspeakingorwriting.AstudentwhohasmemorizedtherulesofthelanguagemaybeabletosucceedonastandardizedtestofEnglishlanguagebutmaynotbeabletospeakorwritecorrectly.continuedBackgroundKnowledge

TextStructureTextAnalysisDetailedAnalysisEvaluationandexplorationTextStructurePartPara(s)MainideaIIntroduction1IIStages2-Children’slanguageacquisitiontakesplaceinstages.IIIPatternsversusIndividualDevelopmentIVUniversalGrammar-17VConclusion18Wearebornwiththeabilitytoacquirelanguage.10Therearegeneralizationsinchildren’slanguageacquisition,butnoteveryindividualchild’slanguageacquisitionfollowsthesamepattern.

11-12ManyexamplesshowthatChildrenacquirelanguagebyusingprinciplesofnaturallanguageinUniversalGrammar.

13

Howweacquirelanguageisadifficultquestionbutweshouldknowsomethingaboutit.TheThesis:Childlanguageacquisitionisanaturalprocessdeterminedbyhumanbiologicalandphysiologicalmake-up.TextAnalysisDetailedAnalysisEvaluationandexplorationTextStructureWhatisthefunctionofparagraph1?Theauthorposesthequestionhowdowelearntospeakandunderstandlanguage.Theanswertothisquestionisnoteasyeventhoughwe’vewelldoneit.So,shestatesthatitisnecessaryforustoknowtheprocessoflanguageacquisition.

PartIComprehensionCheckPartI

PartIIPartIIIPartIVComprehensionCheckDetailedAnalysisWordStudyPartVgoback(Para.1,line4)tohaveexistedsinceaparticulartimeorforaparticularperiod追溯到，回溯到e.g.TheirfamilygoesbacktothetimeofthePilgrimFathers.他們家族的淵源可追溯到清教徒前輩移民時(shí)代。nevertheless(Para.1,line4)[adv.]despitesththatyouhavejustmentioned

盡管如此，不過，然而.SYNnonetheless

e.g.Ourdefeatwasexpectedbutitisdisappointingnevertheless.afterall(Para.1,line5)despitewhathasbeensaidorexpected畢竟，終究

e.g.So

you

made

it

afterall.PartIWordStudyPartI

PartIIPartIIIPartIVComprehensionCheckWordStudyPartVDetailedAnalysisAccordingtoNapoli,whycanthenewbornbabyrecognizethevoiceofhisorhermother?Anewborncanrecognizethevoiceofhis/hermotherbecauselanguageacquisitionstartsinthewomb,wherethefetuscanlistentotheworldoutside(Paragraph3).PartIPartIIPartIIIPartIVComprehensionCheckSentenceAnalysisWordStudyPartVPartIIComprehensionCheckDetailedAnalysisWhatdoesNapolitrytoshowwiththeexampleofherfour-month-oldson?Withtheexampleofherfour-month-oldson,Napolitriestoshowthatbabiescandistinguishthesoundsoftheirmothertongueandanotherlanguage(Paragraphs4and5).PartIPartIIPartIIIPartIVComprehensionCheckSentenceAnalysisWordStudyPartVDetailedAnalysisWhydoesNapolithinkthatreadersmayobjecttoheranalysisofthethirdscene?HowdoesNapolidealwiththecounterargument?ReadersmayobjecttotheanalysisofthethirdscenebecauseMaggieturnedoffthelightasaresultofroutineorstimulus-conditioning(條件反射).Inotherwords,everytimetheyapproachedthebedroom,theywouldturnoffthelight(Paragraphs6-9).PartIPartIIPartIIIPartIVComprehensionCheckSentenceAnalysisWordStudyPartVDetailedAnalysis1.coo

(Para.2,line3)/ku?/tosaysthinasoftquietvoice,especiallytosbyoulove（尤指對(duì)所愛的人）輕聲低語，輕柔的說2.cuddle(Para.2,line3)/?k?dl/[v.]toholdsb/sthcloseinyourarmstoshowloveoraffection擁抱，摟抱e.g.Thelittleboycuddledtheteddybearclose.PartIPartIIPartIIIPartIVComprehensionCheckSentenceAnalysisWordStudyPartVPartIIWordStudyDetailedAnalysis3.gulp(Para.2,line5)[n.]anactofgulping[v.]toswallow,butwithouteatingordrinkinganythingespeciallybecauseofastrongemotionsuchasfearorsurprise(尤因害怕或驚訝而)倒吸氣e.g.He

leantagainstthecar,gulpinginthecoldair.4.takein(Para.2,line9)to

take

noticeofsthwithyoureyes注意到，看到e.g.He

took

in

every

detailofherappearance.PartIPartIIPartIIIPartIVComprehensionCheckSentenceAnalysisWordStudyPartVDetailedAnalysiswomb(Para.3,line1)[n.]theorganinwomenandfemaleanimalsinwhichbabiesdevelopbeforetheyareborn子宮hearingimpairment(Para.3,line2)

聽覺障礙7.fetus(Para.3,line3)胎兒[n.]ayounghumanoranimalbeforeitwasborn,especiallyahumanmorethaneightweeksafter胎，胎兒PartIPartIIPartIIIPartIVComprehensionCheckSentenceAnalysisWordStudyPartVDetailedAnalysisrefreshment(Para.4,line5)[n.][pl]drinksandsmallamountsoffoodthatareprovidedorsoldtopeopleinapublicplaceoratapubicevent(在公共活動(dòng)場(chǎng)所供應(yīng)或銷售的）飲料，小食e.g.Lightrefreshmentswillbeservedduringthebreak.[U](formal)foodanddrink食物和飲料

e.g.In

Yorkwehadashortstopforrefreshment.liquidrefreshment(alcoholicdrink)酒[U](formal)thefactofmakingsbfeelstrongerorlesstiredorhot恢復(fù)活力，煥發(fā)精神a

place

to

rest

and

findrefreshmentformindandbodyPartIPartIIPartIIIPartIVComprehensionCheckSentenceAnalysisWordStudyPartVDetailedAnalysispeek(Para.4,line7)[v.]tolookatsthquicklyandsecretlybecauseyoushouldnotbelookingatit窺視，偷看e.g.No

peeking!Icouldn’tresistpeekinginthedrawer.babble(Para.4,line12)[v.]babbleaway/onsthtotalkquicklyinawaythatisdifficulttounderstand含糊不清的說，嘀哩咕嚕的說e.g.Theywereallbabblingawayinaforeignlanguage.[n.]thesoundsababymakesbeforebeginningtosayactualworks(幼兒)咿呀學(xué)語聲PartIPartIIPartIIIPartIVComprehensionCheckSentenceAnalysisWordStudyPartVDetailedAnalysis11.rash(Para.5,line2)[adj.](ofpeopleortheiractions人或行為)doingsththatmaynotbesensiblewithoutfirstthinkingaboutthepossibleresults;doneinthisway輕率的；魯莽的

SYN

reckless

~todosth

e.g.Thinktwicebeforedoinganythingrash.preponderance(Para.7,line5)[n.][sing.]ifthereisapreponderanceofonetypeofpeopleorthingsinagroup,therearemoreofthemthanothers優(yōu)勢(shì)；多數(shù)；主體

SYNpredominancePartIPartIIPartIIIPartIVComprehensionCheckSentenceAnalysisWordStudyPartVDetailedAnalysis13.object(Para.8,line1)[v.]tosaythatyoudisagreewith,disapproveoforopposesth不同意；不贊成；反對(duì)~(tosb/sth)e.g.Manylocalpeopleobjecttothebuildingofthenewairport.

~todoingsth/tosbdoingsthe.g.Ireallyobjecttobeingchargedforparking.~thattogivesthasareasonforopposingsth提出…作為反對(duì)的理由；抗辯說

SYNproteste.g.Heobjectedthatthepolicehadarrestedhimwithoutsufficientevidence.PartIPartIIPartIIIPartIVComprehensionCheckSentenceAnalysisWordStudyPartVDetailedAnalysisprime

(Para.8,line3)[v.]topreparesbforasituationsothattheyknowwhattodo,especiallybygivingthemspecialinformation事先指點(diǎn)，使某人做好準(zhǔn)備

SYNbrief

~sb(forsth)e.g.Theyhadbeenprimedwithgoodadvice.

~sbtodosthe.g.Hehadprimedhisfriendstogivethejournalistsaslittleinformationaspossible.[adj.][onlybeforenoun]main;mostimportant;basic主要的；首要的；基本的e.g.Myprimeconcernistoprotectmyproperty.PartIPartIIPartIIIPartIVComprehensionCheckSentenceAnalysisWordStudyPartVDetailedAnalysis15.mastery(Para.10,lastline)[n.][U,single.]masteryofsthgreatknowledgeaboutorunderstandingofaparticularthing精通；熟練掌握SYNcommande.g.Shehasmasteryofseverallanguages.[U]

~(of/oversb/sth)controlorpower控制；駕馭；控制力量e.g.humanmasteryofthenaturalworldPartIPartIIPartIIIPartIVComprehensionCheckSentenceAnalysisWordStudyPartVDetailedAnalysisPartIISentenceAnalysisTheyareontheroadtoacquiringthesoundsystemoftheirlanguage.(TextA,Para.5)Theyareintheprocessofacquiringthesoundsystemoftheirlanguage.Paraphrasing.PartIPartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysis2.Inthesestudiesthechildren’srecognitionofEnglishisindicatedbyincreasedeyeactivityandheartbeat,ratherthanthesmileandbabblingthatRobertproduced,butthestudiesweredoneunderlaboratoryconditions,whereasRobert’ssituationwasasocialone.(TextA,Para.5)在這些研究中，兒童可以識(shí)別英語的證據(jù)是眼睛活動(dòng)增多、心跳加快，而不是羅伯特做出的那種笑臉和咿呀聲，但是這些研究是在實(shí)驗(yàn)室環(huán)境中做的，而羅伯特所在的是社會(huì)自然場(chǎng)景。Translation.PartIPartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVSometimearoundthechild’sthirdbirthday,giveortakesixmonths,languagetakesagiantleap,andchildrenstartproducinglongsentenceswithvaryingdegreesofmorphologicalandsyntacticcomplexity.(TextA,Para.10)Sometimearoundthechild’sthirdbirthday,sixmonthsearlierorlater,thereisgreatprogressinchildren’slanguagelearningandchildrenstartproducinglongsentenceswithvaryingdegreesofmorphologicalandsyntacticcomplexity.Paraphrasing.PartIPartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysisPartIIIComprehensionCheckWhatisthepointthatNapolitriestomakewiththeexamplesofherchildrenEvaandNick?WiththeexamplesofEvaandNick,Napolitriestoshowthatthelanguageacquisitionofindividualchildrenmaynotstrictlycomplywiththegeneralpattern.Onestagemayhappenlaterorearlier(asEvadidn’tsaymuchuntilsheturnedthree)orsomestagesmaybemissing(asNickskippedthesingle-workutterancesandtwo-wordutterances)(Paragraph11).

PartI

PartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysisAccordingtoNapoli,whatistherelationshipbetweenpatternsandindividuals’developmentinlanguageacquisition?AccordingtoNapoli,theindividualcasesbearout(證實(shí)，支持)thepattern,butnoindividualcasecoversallthestagesintheexacttimeperiods(Paragraph12).PartI

PartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysis

generalization(Para.11,line1)[n.][C,U]ageneralstatementthatisbasedononlyafewfactsorexamples;theactofmakingsuchstatements

概括；歸納；泛論aspeechfullofbroad/sweepinggeneralizations通篇大而無當(dāng)?shù)陌l(fā)言to

makegeneralizationsaboutsth對(duì)某事做出歸納trytoavoidgeneralization盡量避免泛泛而論P(yáng)artIIIWordStudyPartI

PartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysisincessant

(Para.11,line13)[adj.]

neverstopping不停的；連續(xù)不斷的SYNconstantincessantnoise/rain/chatter不間斷的噪音╱陰雨╱絮叨incessantmeetings接二連三的會(huì)議[adv.]incessantlytotalkincessantlyPartI

PartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysisconfound(Para.11,line14)[v.]~sbtoconfuseandsurprisesb使困惑驚訝；使驚疑

SYNbafflee.g.Thesuddenriseinsharepriceshadconfoundedeconomists.~sb/sthtoprovesb/sthwrong證明…有錯(cuò)e.g.Sheconfoundedhercriticsandprovedshecoulddothejob.~sb(oldfashioned)

todefeatanenemy擊敗，戰(zhàn)勝敵人PartI

PartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysiscanonical(Para.12,line3)/k??nɑ?n?kl/[adj.]includedinalistofholybooksthatareacceptedasagenuine;connectedwithworksofliteraturethatarehighlyrespected被收入真經(jīng)篇目的；經(jīng)典的accordingtothelawoftheChristianChurch按照基督教教會(huì)法規(guī)的PartI

PartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysisPartIIISentenceAnalysisIsaidslowlyandloudly,“Milk.Youhavetosay‘milk’.”Nicksaidslowlyandloudly,“Awamih.”That’s

when

I

finally

got

it.

He

was

saying,

“I

want

milk,”

a

whole

sentence,

not

just

a

single

word.(Para.11)我緩慢而大聲地說：“milk（牛奶），要說milk?！蹦峥艘簿徛舐暤卣f：“Awamih?！边@時(shí)我才發(fā)現(xiàn)，原來他是在說“Iwantmilk（我要牛奶）”，是一整個(gè)句子，而不僅僅是一個(gè)詞。Translation.PartI

PartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysisPartIVComprehensionCheckHowdoesNapoliexplainthefactthatchildrencanproducewordorderscompliantwiththeirnativelanguage?Childrenproducewordorderscompliantwiththeirnativelanguagebecausetheyarrangetheirwordsaccordingtoabstractinglinguisticprinciples,i.e.UniversalGrammar.

PartI

PartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysisAccordingtoNapoli,whycanchildrenofimmigrantsproducegrammaticallanguagedespitetheirexposuretoungrammaticallanguage?ChildrenofimmigrantsproducegrammaticallanguagedespitetheirexposuretoungrammaticallanguagebecausetheycanidentifyandcollectthelinguisticrulesofEnglishfromsentencesspokenbynativespeakers.PartI

PartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysisUniversalgrammarUniversalgrammaristhetheoreticalorhypotheticalsystemofcategories,operations,andprinciplessharedbyallhumanlanguagesandconsideredtobeinnate.Sincethe1980s,thetermhasoftenbeencapitalized.ThetermisalsoknownasUniversalGrammarTheory.LinguistNoamChomskyexplained,"'[U]niversalgrammar'istakentobethesetofproperties,conditions,orwhateverthatconstitutethe'initialstate'ofthelanguagelearner,hencethebasisonwhichknowledgeofalanguagedevelops."("RulesandRepresentations."ColumbiaUniversityPress,1980)PartI

PartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysisTheconceptisconnectedtotheabilityofchildrentobeabletolearntheirnativelanguage."Generativegrammariansbelievethatthehumanspeciesevolvedagenetically(從遺傳學(xué)角度)universalgrammarcommontoallpeoplesandthatthevariabilityinmodernlanguagesisbasicallyonthesurfaceonly,"wroteMichaelTomasello.("ConstructingaLanguage:AUsage-BasedTheoryofLanguageAcquisition."HarvardUniversityPress,2003)(continued)PartI

PartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysisInthisarticle,whatanswer(s)doesNapoliprovidetothequestionthatsheputsforwardinthetitle“HowDoWeAcquireLanguage”?Theauthorprovidestwoanswers.First,childrenacquirealanguagestepbystep(Paragraphs2-12);second,childrenacquirealanguagefollowingtheprinciplesofUniversalGrammar(Paragraphs13-17).Basedonthetwoanswers,theauthorconcludesthatlanguagelearningisanaturalprocess.PartI

PartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysisscramble(Para.13,line4)[n.]/[v.]~sth.toconfusesb’sthoughts,ideassothattheyhavenoorder擾亂思維；e.g.Alcoholseemedtohavescrambledhisbrain.~+adv./prep.tomovequickly,especiallywithdifficulty,usingyourhandstohelpyou(迅速而吃力地)爬，攀登e.g.Shemanagedtoscrambleoverthewall.tomanagetoachievesthwithdifficulty,orinahurry,withoutmuchcontrol艱難地(或倉促地)完成e.g.Roonymanagedtoscrambletheballintothenet.PartIVWordStudyPartI

PartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysis

bold-faced(Para.13,line12)[adj.](ofpeopleorbehaviour人或舉止)braveandconfident;notafraidtosaywhatyoufeelortotakerisks大膽自信的；敢于表白情感的；敢于冒險(xiǎn)的e.g.It

wasaboldmoveontheirparttoopenabusinessinFrance.bold[adj.](ofprintedwordsorletters印刷字或字符)inathick,darktype粗體的；黑體的e.g.Highlighttheimportantwordsinboldtype.PartI

PartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysis

withrespectto

(Para.13,line15)IDMconcerning關(guān)于；就…而言e.g.Thetwogroupsweresimilarwithrespecttoincomeandstatus.inrespectofsth

concerning關(guān)于；就…而言e.g.Awritwasservedonthefirminrespectoftheirunpaidbill.公司由于欠賬而收到了傳票。inpaymentforsth作為…的報(bào)酬e.g.moneyreceivedinrespectofovertimeworked得到的加班費(fèi)PartI

PartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysis

truncation(Para.14,line12)[n.][U,C][v.]truncate

[usuallypassive]~sth(formal)tomakesthshorter,especiallybycuttingoffthetoporend截短，縮短，刪節(jié)（尤指掐頭或去尾）PartI

PartIIPartIIIPartIVComprehensionCheck

SentenceAnalysisWordStudyPartVDetailedAnalysisrudimentary(Para.15,line3)[adj.](formal)dealingwithonlythemostba