L1 어휘 의미 습득과정 연구에 대한 비판적 고찰
A Critical Review on L1 Child Acquisition of Word Meaning
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The purpose of this study is to critically review and study L1 child acquisition of word meaning in terms of the theory of mind with respect to different age groups, based on Bloom (2000). Two more current papers were studied in line with Chenu & Jisa (2009) and Kuipers et al. (2017) to identify and clarify the important issues raised in the field of vocabulary acquisition or vocabulary learning. Bloom's social perspective is convincing in terms of first word group acquisition--including dietics and naming objects. But I don't agree on his claims that word spurt should be reinterpreted and syntactic information is not useful with respect to early word acquisition. Furthermore, I argue that different types of vocabulary should range in different levels of networks in terms of concepts.
Abstract
The purpose of this study is to critically review and study L1 child acquisition of word meaning in terms of the theory of mind with respect to different age groups, based on Bloom (2000). Two more current papers were studied in line with Chenu & Jisa (2009) and Kuipers et al. (2017) to identify and clarify the important issues raised in the field of vocabulary acquisition or vocabulary learning. Bloom's social perspective is convincing in terms of first word group acquisition--including dietics and naming objects. But I don't agree on his claims that word spurt should be reinterpreted and syntactic information is not useful with respect to early word acquisition. Furthermore, I argue that different types of vocabulary should range in different levels of networks in terms of concepts.
참고문헌 (42)
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