§1 导言儿童是如何学习和掌推语言的,千百年来一直困挠着国内外语言学、心理学、教育学、遗传学以及思维科学等学科。很多研究者都曾从不同角度、不同研究领域,探索和研究了儿童语言学习的过程,提出了不少语言学习模式。行为主义的“模仿说”把儿童掌握语言看作是建立条件反射,转换生成语言学认为儿童有他们自己内在的“天赋语言能力”,发生认识论认为儿童的语言发展同思维认识发展顺序是一致的,意大利心理学家Renzo Titone提出 §1 Introduction Children learn how to learn and practice language. For thousands of years, they have been beset with subjects such as linguistics, psychology, pedagogy, genetics and thinking science at home and abroad. Many researchers have explored and studied the process of children’s language learning from different perspectives and different research fields and put forward many language learning modes. Behaviorism’s “imitation theory” regards children’s mastery of language as establishing conditioned reflexes. Transformational generative linguistics holds that children have their own “natural language ability”. Epistemology holds that children’s language development is consistent with the order of thinking and understanding , Proposed by Italian psychologist Renzo Titone