内生理论：一切自足 - 母语学习的几种理论解释（二）（英语教学法原著选读91，配语音讲解！）
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以下英文原文取自上海外语教育出版社引进出版、授权转载的“外语教学法丛书”之九《语言学习机制》第一章“Learning a First Language”：
原文（作者：Lightbown & Spada）
译文（翻译：武太白）
Heading: Theoretical approaches to explaining first language learning
母语学习的几种理论解释
The interactionist position： A little help from my friends
互动观：朋友帮点忙
A third theoretical view of first language acquisition focuses on the role of the linguistic environment in interaction with the child's innate capacities in determining language development.
对于母语习得，第三种理论观点聚焦语言环境和儿童的内生能力之间的互动在决定语言发展中所扮演的角色。
The interactionist’s position is that language develops as a result of the complex interplay between the uniquely human characteristics of the child and the environment in which the child develops. Interactionists attribute considerably more importance to the environment than the innatists do. For example, unlike the innatists, most interactionists claim that language which is modified to suit the capability of the learner is a crucial element in the language acquisition process. They emphasize the importance of child-directed speech—the language which is not only addressed to children but adjusted in ways that make it easier for them to understand. In addition, interactionists are inclined to see language acquisition as similar to and influenced by the acquisition of other kinds of skill and knowledge, rather than as something which is largely independent of the child’s experience and cognitive development. However, interactionists represent a wide range of theories about the relative contributions of innate structures of the human mind and the environment which provides the samples of the language to be learned.
互动观认为，语言发展是儿童独特的人类特征和其发展所在环境之间的复杂互动的结果。与内生论者相比，互动论者认为环境的重要性要大得多。例如，与内生论者不同，绝大多数互动论者声称，加以调制以适应学习者能力的语言在习得过程中是一个关键因素。他们强调面向儿童的话语的作用——不仅是对儿童所说的，而且是按照他们更容易懂的方式调整后所说的语言。此外，互动论者倾向于把语言习得看作与其他种类的技能和知识的习得相类似，并受到这些过程的影响，而不是什么大体上独立于儿童的经验和认知发展的东西。然而，互动论代表的是涵盖甚广的一系列理论，探讨的是人类头脑的内在结构和提供了所需学习语言样本的环境这两者（对语言发展）所做的相对贡献。
Among interactionist positions we could include those which were articulated much earlier in this century by the Swiss psychologist/epistomologist, Jean Piaget (see Ginsburg and Opper 1969). Piaget observed infants and children in their play and in their interaction with adults. He was able to trace the development of their cognitive understanding of such things as object permanence (knowing that things which are hidden from sight are still there), the stability of quantities regardless of changes in their appearance (knowing that ten pennies spread out to form a long line are not more numerous than ten pennies in a tightly squeezed line), and logical inferencing (figuring out which properties of a set of rods—size, weight, material, etc.—cause some rods to sink and others to float on water). It is easy to see from this how children's cognitive development would partly determine how they use language. For example, the use of certain terms such as ‘bigger’ or ‘more’ depend on the children's understanding of the concepts they represent. The developing cognitive understanding is built on the interaction between the child and the things which can be observed, touched, and manipulated.
在互动论观点中，我们可以把本世纪（20世纪，译者注）较早期瑞士心理学家、认识论学者让·皮亚杰所发表的观点包括在内（参见金斯伯格和奥珀耳 1969）。皮亚杰观察了婴儿和儿童玩耍的情形，以及他们和大人的互动。他成功地追踪了他们对下列事物的认知理解的发展过程：物品的稳定性（知道被藏起来看不见的东西还在），不管外观如何改变，数量保持稳定性（知道一字排开的十便士并不比紧紧捆在一起的十便士多），以及逻辑推论（能弄清楚一组棒子的哪些属性——大小，重量，材质等——使其中一些下沉，而其他一些仍能浮在水面上）。从这些不难看出，儿童的认知发展会怎样部分地决定了他们怎样使用语言。例如，特定词语如“bigger”、“more”等的使用要依赖于儿童对这些词所代表的概念的认知理解。发展中的认知理解是建立在儿童和能够被观察、触碰和利用的东西之间所发生的互动之上的。
Unlike the innatists, Piaget did not see language as based on a separate module of the mind. For him, language was one of a number of symbol systems which are developed in childhood. Language can be used to represent knowledge that children have acquired through physical interaction with the environment.
不像内生论者，皮亚杰并不把语言看作基于头脑中的一个单独模块之上。对他来说，语言是儿童时期发展起来的多项信号系统之一。语言能够用来代表儿童通过与环境的实体互动而习得的知识。
A strongly interactionist view was the sociocultural theory of human mental processing held by the psychologist Lev Vygotsky who worked in the Soviet Union in the 1920s and 1930s (Vygotsky 1978). He concluded that language develops entirely from social interaction. He argued that in a supportive interactive environment, the child is able to advance to a higher level of knowledge and performance than he or she would be capable of independently. Vygotsky referred to what the child could do in interaction with another, but not alone, as the child's zone of proximal development. He observed the importance of conversations which children have with adults and with other children and saw in these conversations the origins of both language and thought. Vygotsky’s view differs from Piaget’s. Piaget hypothesized that language developed as a symbol system to express knowledge acquired through interaction with the physical world. For Vygotsky, thought was essentially internalized speech, and speech emerged in social interaction.
一种强烈的互动观点是曾于1920、1930年代在前苏联工作的心理学家列夫·维果茨基所持的人类心理处理的社会文化理论（维果茨基 1978）。他提出结论说，语言完全是从社会互动之中发展出来的。他的观点是，与独立发展相比，在支持性的互动环境中儿童能够提升到更高水平的知识和（语言使用）表现。维果茨基把儿童能够在和他人互动中做到的、而不是独自所做到的称为孩子的最近发展区。他观察了儿童和成人、和其他儿童进行的对话的重要性，在这些对话中看到了语言和思维的起始。维果茨基的观点和皮亚杰的观点有所不同。皮亚杰的假说认为语言的发展是一种信号系统的发展，用来表达通过和现实世界的互动所习得的知识。对维果茨基来说，思维本质上就是内划的语言，而语言则是在社会互动中出现的。
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