社会经验对语言形态规则和使用的影响

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"根据社会经验获取形态规则和用法" 这篇学术论文《根据社会经验获取形态规则和用法》由约翰·W·吉宾克、安妮特·露丝·内维尔和罗伯特·E·戴维森三位来自威斯康星大学的学者共同撰写。他们探讨了语言使用与社会经历之间的关系，引用了伯恩斯坦（Bernstein, 1961）提出的理论框架。伯恩斯坦认为存在两种通用的语言代码：一种是“受限”的或“公共的”，其语法冗余、语法规则简单；另一种是“详尽的”或“正式的”，具有多样化的句法结构，能够表达有序的逻辑序列。论文指出，下层阶级主要使用“受限代码”，这种语言形式便于社交互动，而中产阶级的孩子们则会学习并掌握公共和正式的语言，这不仅使他们在社交层面能有效沟通，而且通过使用详尽的语言代码，他们能更高级地交换思想和信息，维持其社会地位。研究提供了实证支持，表明语言的语法方面确实与文化经历相关。虽然论文未给出详细的数据，但可以推测作者可能分析了不同社会背景下的儿童如何习得和使用这两种语言代码，并可能探讨了这些差异如何影响他们的语言发展和思维能力。社会经济地位和教育环境可能在语言学习过程中起到关键作用，影响个体对复杂语法结构的掌握以及逻辑表达的能力。这篇论文的贡献在于强调了社会环境在语言学习中的重要性，尤其是在儿童的早期发展中。它提示我们，教育政策和实践应当考虑社会背景因素，以便更好地支持所有儿童的语言和认知发展。同时，这也为理解社会不平等如何通过语言使用而得以延续提供了一种视角。未来的研究可能会进一步探索这些现象的具体机制，包括家庭、学校和社会环境如何共同塑造个体的语言能力和使用习惯。

ACQUISITION

MORPHOLOGICAL RULES AND USAGE AS

FUNCTION

SOCIAL EXPERIENCE

JOHN

GIEBINK,

ANNETTE

RUTH

NEVILLE,

AND

ROBERT

DAVIDSON

The

University

Wisconsin

A convenient framework for viewing the relationship between language usage

and social experience has been presented by Bernstein

(1961).

An aspect of his

position is that there are two general language codes. One of these

“restricted”

“public” and is described as being syntactically redundant and grammatically

simple. The other code

“elaborated” or “formal,” and

varied in

its

syn-

tactical structure and allows for communication of organized logical sequences.

Bernstein contends that the lower class relies primarily on the use of the restricted

code that facilitates social interaction, while middle class children learn both public

and formal language

they cannot only communicate on a social level, but ulti-

mately retain their superior position by their ability to use the elaborated code

for

the exchange of ideas and information.

There is empirical support for the notion that the grammRtica1 aspect of lan-

guage

related to cultural experience although assumptions about the relative

value of various language systems are open to question (Moskovitz,

1968).

Labov

(1969)

and others have pointed out, many studies dealing with cultural

aspects of language development have used standard English as the criterion, and

consequence lower class children have appeared relatively deficient when com-

pared with middle class children.

For

example, Bernstein

(1961)

has noted that

language in the lower class home

likely to be grammatically incorrect with

repetitive use

conjunctions and a rigid and limited use

adjectives and adverbs.

The relative importance

grammar as an aspect of language in differentiating

between lower and middle class children has been demonstrated by Deutsch,

Maliver, Brown,

Cherry

(1964).

They found no difference between these two

groups of fifth grade children in their total verbal output, but the middle class

children demonstrated

greater variety of output. The middle class children were

also superior to the lower class children in performing a cloze task, which in a way

samples grammatical skill. The “giant word” units noted in the speech of culturally

disadvantaged children by Bereiter and Engleman

(1966)

probably are also a

reflection of lack of grammatical differentiation. In

more direct test, Giebink

Marden

(1968)

found that middle class preschool children did better on

test of

standard grammar than did their culturally disadvantaged peers, while finding no

differences between the two groups in total undifferentiated verbal output.

Although acknowledged to be complexly determined and not fully understood,

some developmental aspects of language have been described.

has been observed

that the speech of young children is not purely imitative, but that they seem to

acquire certain rules and in some instances make inductive generalizations beyond

what they hear (Brown

Bellugi,

1964).

has been said that by age four the

child has acquired the basic structure of language (Ervin-Tripp

Riiller,

1963),

and Menyuk

(1963),

using

generative grammar model of language, noted that

middle class kindergarten children functioned at the phrase structure level while

first graders used more transformations. Berko

(19%)

investigated the notion that

children do riot merely imitate speech but also acquire grammatical rules by having

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