Concept of language acquisition
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in this ppt we discuss about concept of language acquisition which having history, general approach, social interactional, cognitive theory, behavioural theory
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The document discusses neurological considerations for English language teaching at different stages of development. It notes that the left hemisphere focuses more on language and lateralization of brain functions occurs during puberty. The right hemisphere is better suited for learning second languages post-puberty. It also discusses cognitive, affective, and linguistic factors in childhood, puberty, and adulthood that are relevant to language acquisition.
Neurological considerations
The document discusses several neurological, cognitive, affective, and linguistic considerations related to second language acquisition. Neurologically, language functions tend to lateralize to the left side of the brain by puberty. Cognitively, Piaget's stages of development and the role of short-term memory versus meaningful communication are addressed. Affectively, human identity and emotions like anxiety can impact second language learning, and peer pressure provides motivation. Linguistically, bilingual children must distinguish contexts for each language, and interference between the first and second languages can occur for both children and adults.
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Lev Vygotsky was a 20th century psychologist who developed an influential theory of language acquisition. He believed that language develops through social interactions and is interdependent with thought. According to Vygotsky, children acquire language skills by engaging in social experiences where more experienced members teach language. He also asserted that a child's intellectual development is crucial for language development and that inner speech develops from interactions with the environment.
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Language acquisition is the process by which humans acquire the ability to understand and produce language. There are several theories that attempt to explain how this occurs, including behavioral, nativist/syntactic, semantic-cognitive, social interactionist, information processing, and emergentist models. Language involves formulating, transmitting, receiving, and comprehending messages between individuals using a system of symbols governed by elements like phonology, morphology, syntax, semantics, and pragmatics.
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This document summarizes research on language learning in infancy. It begins by discussing nativist views that language development is driven by innate mental structures. However, there has been a paradigm shift with new perspectives challenging these views. Recent developments in areas like statistical learning, computational models, infant learning strategies, and social cognition have yielded findings relevant to language acquisition. The document then examines specific domains including how infants learn the sounds of speech in their first year, vocabulary development, and how infants begin to understand meaning in fluent speech in their second year.
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Vygotsky believed that language and social interaction play a key role in cognitive development. He proposed that children's thinking develops from interpersonal interactions to intrapersonal processes. According to Vygotsky, children progress through four stages of language development from birth to adulthood, and their use of language shapes how they think. Vygotsky also developed the concepts of internalization, the zone of proximal development, and scaffolding to explain how learning occurs through social interactions and guidance from others.
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Neurological considerations
The document discusses neurological considerations for English language teaching at different stages of development. It notes that the left hemisphere focuses more on language and lateralization of brain functions occurs during puberty. The right hemisphere is better suited for learning second languages post-puberty. It also discusses cognitive, affective, and linguistic factors in childhood, puberty, and adulthood that are relevant to language acquisition.
Neurological considerations
The document discusses several neurological, cognitive, affective, and linguistic considerations related to second language acquisition. Neurologically, language functions tend to lateralize to the left side of the brain by puberty. Cognitively, Piaget's stages of development and the role of short-term memory versus meaningful communication are addressed. Affectively, human identity and emotions like anxiety can impact second language learning, and peer pressure provides motivation. Linguistically, bilingual children must distinguish contexts for each language, and interference between the first and second languages can occur for both children and adults.
Vygotsky and language development
Lev Vygotsky was a 20th century psychologist who developed an influential theory of language acquisition. He believed that language develops through social interactions and is interdependent with thought. According to Vygotsky, children acquire language skills by engaging in social experiences where more experienced members teach language. He also asserted that a child's intellectual development is crucial for language development and that inner speech develops from interactions with the environment.
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Language acquisition is the process by which humans acquire the ability to understand and produce language. There are several theories that attempt to explain how this occurs, including behavioral, nativist/syntactic, semantic-cognitive, social interactionist, information processing, and emergentist models. Language involves formulating, transmitting, receiving, and comprehending messages between individuals using a system of symbols governed by elements like phonology, morphology, syntax, semantics, and pragmatics.
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Language acquisition is the process by which humans acquire the ability to understand and produce language. There are several theories that attempt to explain how this occurs, including behavioral, nativist/syntactic, semantic-cognitive, social interactionist, information processing, and emergentist models. Language involves formulating, transmitting, receiving, and comprehending messages between individuals using a system of symbols governed by elements like phonology, morphology, syntax, semantics, and pragmatics.
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This document summarizes research on language learning in infancy. It begins by discussing nativist views that language development is driven by innate mental structures. However, there has been a paradigm shift with new perspectives challenging these views. Recent developments in areas like statistical learning, computational models, infant learning strategies, and social cognition have yielded findings relevant to language acquisition. The document then examines specific domains including how infants learn the sounds of speech in their first year, vocabulary development, and how infants begin to understand meaning in fluent speech in their second year.
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Vygotsky believed that language and social interaction play a key role in cognitive development. He proposed that children's thinking develops from interpersonal interactions to intrapersonal processes. According to Vygotsky, children progress through four stages of language development from birth to adulthood, and their use of language shapes how they think. Vygotsky also developed the concepts of internalization, the zone of proximal development, and scaffolding to explain how learning occurs through social interactions and guidance from others.
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This document discusses the development of language in children from birth through early word acquisition. It covers:
- How infants begin communicating nonverbally through gestures and vocalizations like cooing and babbling before learning words.
- The earliest receptive language skills in infants include speech perception and recognition of sounds and words in speech by 2 months of age.
- Productive language emerges through babbling, which resembles early meaningful words and aids linguistic development.
- Children's vocabularies grow rapidly around 18 months through "naming explosions" and they learn constraints to identify new words. Common early words include objects but other word types are also learned.
Language development
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The document summarizes three major theories of language acquisition:
1. Behaviorist theory proposes that language is learned through imitation and reinforcement of behaviors. Children imitate adults and are rewarded for correct utterances.
2. Innatist theory, proposed by Noam Chomsky, argues that humans are born with an innate language acquisition device in the brain that allows them to learn language according to innate linguistic principles and parameters.
3. Cognitive theory views language acquisition as one part of a child's overall intellectual development, and sees language as a symbolic representation that allows children to abstract the world.
Psycolingustic 2
1. The document discusses the process of learning American Sign Language (ASL) and factors that influence mastery, such as age of exposure.
2. Studies have shown that native and early learners acquire ASL grammar more fluently and complexly than late learners.
3. The oral approach to teaching deaf children to speak has been shown to only work for mildly hearing-impaired children and fails for severely hearing-impaired children.
Cognitive dev't and language(piaget final)
The document discusses various aspects of human development including physical, personal, social, and cognitive development. It covers principles of development such as people developing at different rates and development occurring gradually. The document also discusses brain development and areas of the brain. It provides details on neurons, synaptic overproduction, and tendencies in thinking. Piaget's stages of cognitive development are explained including the sensorimotor, preoperational, concrete operational, and formal operational stages. Vygotsky's sociocultural perspective and the role of language, learning, and social interaction in development are summarized. Finally, the development of language and diversity in language development are covered.
Theories and hypothesis in psycholinguistics
The document summarizes several theories and hypotheses in psycholinguistics:
1) Behaviourist theory views language learning as habit formation through reinforcement. Innateness theory proposes an innate language acquisition device. Cognitive theory sees language emerging from general cognitive development in stages.
2) Social interactionist theory emphasizes the role of environment and social interaction in language learning. Usage-based theory suggests that structure emerges from language use and experience. Optimality theory models how constraints shape linguistic forms.
3) Other topics discussed include the critical period hypothesis, Krashen's monitor and comprehensible input models, the interaction, comprehensible output, and noticing hypotheses.
Cognitivism
This document discusses cognitive approaches to language learning, specifically:
- Cognitivism uses quantitative, scientific methods to understand the mind and language learning. It includes mentalism, generativism, and nativism.
- Noam Chomsky opposed behaviorism in the 1960s, arguing that people are not "programmed animals" and learn through active participation rather than just conditioning.
- The document discusses concepts like focalization, positive and negative evidence in language learning, and how language is a dynamic structure that changes over time without need for a regulating institution.
What is psycholinguistics revised
Psycholinguistics is the study of the relationship between language and the mind. It focuses on how language is learned, stored, and sometimes lost. Psycholinguistics has four historical roots dating back to the late 18th century involving comparative linguistics, the study of language in the brain, child language development research, and experimental laboratory approaches. It contributes to fields like education, medicine, and social sciences. The main interests of psycholinguistics are how humans acquire language, comprehend speech, and produce speech. Key aspects of language acquisition in children include undergeneralization, overgeneralization, caregiver language input, and the rule-governed nature of early language.
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This document discusses psycholinguistics and language acquisition. It addresses the general issues of psycholinguistics including language acquisition, production, comprehension, and the relationship between language and thought. It then focuses on first and second language acquisition. It describes two notions in first language acquisition: overgeneralization and undergeneralization. Some examples of each are provided. Reasons for overgeneralization and undergeneralization are discussed. Stages of first language acquisition are outlined. The document concludes by discussing whether children are better than adults at learning a second language and comparing natural and classroom settings for second language learning.
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This document discusses psycholinguistics, which is the study of how humans acquire, comprehend, and produce language. It covers key areas of study like phonetics, morphology, syntax, semantics, and pragmatics. The document also examines theories of language comprehension, production, and acquisition. Some theories discussed are behaviorism, which views language as a process of habit formation through trial and error. The innate/nativist theory proposes humans have an innate, universal grammar. The cognitive theory, developed by Jean Piaget, outlines stages of language development from birth to adulthood.
Language acquisition
This document discusses the physiological, cognitive, and social development of language in humans. Physiologically, speech requires respiration, phonation, resonation, and articulation controlled by brain regions. Cognitively, language develops through social interaction, input, and experiences that allow abstract thought. Socially, human interaction is essential for language development as children learn cues, vocabulary, and communication styles from family and peers.
Noam chomsky
Noam Chomsky is an American linguist born in 1928 in Philadelphia. He developed the theory that the principles underlying language are biologically determined and part of the human mind, not learned. Chomsky believes children are born with an innate Language Acquisition Device that allows them to learn the grammatical structures of any language naturally. His theory of universal grammar has influenced the study of language development in children, though some researchers disagree with Chomsky's views.
Language learning theories
The document discusses several theories of language learning, including cognitive, behavioral, and developmental theories. Cognitive theories view language as a tool for organizing information and propose language learning strategies involve memory, patterns, and generalization. Jean Piaget's theory found cognitive development precedes language, while Lev Vygotsky argued language is a symbolic tool that enables thinking. Behaviorism views all behavior as learned through reinforcement and rejects internal mental states. John Watson defined behaviorism as the science of observable behavior without internal mental concepts.
2.2
The document discusses the innatist view of first language acquisition. According to innatists:
1) Humans are born with an innate language acquisition device (LAD) that contains a universal grammar (UG) comprising principles common to all languages.
2) When exposed to language input, the LAD uses UG to analyze utterances and form hypotheses about the rules and grammar of that language.
3) This innate language ability enables children to acquire language in a remarkably short period of time by extracting abstract rules from concrete examples in the primary linguistic data.
CTS-Academic: Module 2 session 8 psycholinguistics
Part of Module 2 of the CTS-Academic course run by SeltAcademy. Session written by Dr. Simon Phipps.
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Session 15 of Introduction to Linguistics: Psycholinguistics 1 (Language Processing and Neurolinguistics)
Linguistic oriented theories(pinker)
This document discusses three main theories of first language acquisition: behaviorism, innatism, and cognitivism. It provides details on the central ideas of each theory and their main proponents. Behaviorism, proposed by Skinner, views language learning as habit formation through imitation and reinforcement. Innatism, proposed by Chomsky, posits that children are born with an innate language acquisition device that contains universal grammar principles. Cognitivism, associated with Piaget and Vygotsky, sees language as one part of overall cognitive development that involves abstract thinking and social interaction.
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The document discusses several topics related to second language acquisition, including:
- Biological factors like hemisphere lateralization and critical periods that may influence one's ability to acquire a new language.
- Evidence that both children and adults can learn a second language, though adults may have an advantage in certain areas like deductive reasoning.
- The affective factors like identity, attitudes, anxiety, and motivation that can impact second language learning.
- Differences in how children and adults acquire a new language in terms of awareness and lateralization of the brain.
Psycholinguistics
The document discusses several areas of the brain involved in language processing including Broca's area, Wernicke's area, and the angular gyrus. Broca's area, located in the frontal lobe, controls speech production. Wernicke's area, located in the temporal lobe, is involved in language comprehension. The angular gyrus links words to meanings and integrates sensory information for language understanding. Damage to these areas can result in different types of aphasias that impact language abilities.
Bio Basis Of Language
The document discusses theories around how and why humans acquire language. It describes two main perspectives:
1) Nativism argues that humans have an innate language module or bioprogram that allows them to learn or create language based on input.
2) Empiricism argues that language becomes more complex as it is used in more communicative situations, requiring the encoding of more differences.
The document also discusses pidgins and creoles, critical period effects in language acquisition, and proposes a teleonomic approach to explain language development as a series of complementary advances rather than a single goal.
Explaining first language acquisition
The document summarizes theories of first language acquisition. It discusses the imitation/behaviorist theory proposed by Skinner, which views language learning as habit formation through reinforcement. It also discusses the innateness/nativist theory of Chomsky, which posits that humans are born with an innate language acquisition device. The document further examines cognitive, input, and connectionist theories and their varying perspectives on how the environment and mental faculties influence language learning.
Sla
This document discusses several theories and concepts related to second language acquisition and models of instruction. It covers behaviourism, constructivism, language acquisition, mastery learning, schema theory, and concludes with a discussion of research on second language acquisition in classroom settings. The key findings are that children acquire language through both innate capacities and environmental influences, and that traditional grammar and vocabulary focused instruction is less effective for proficiency than communicative approaches that provide opportunities for meaningful use of the target language.
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Hallmark of language development
This document discusses the development of language in children from birth through early word acquisition. It covers:
- How infants begin communicating nonverbally through gestures and vocalizations like cooing and babbling before learning words.
- The earliest receptive language skills in infants include speech perception and recognition of sounds and words in speech by 2 months of age.
- Productive language emerges through babbling, which resembles early meaningful words and aids linguistic development.
- Children's vocabularies grow rapidly around 18 months through "naming explosions" and they learn constraints to identify new words. Common early words include objects but other word types are also learned.
Language development
Language development
A project to promote conceptual learning for all;
Dr. Amjad ali arain; University of Sind; Faculty of Education; Pakistan
Linguistic oriented theories
The document summarizes three major theories of language acquisition:
1. Behaviorist theory proposes that language is learned through imitation and reinforcement of behaviors. Children imitate adults and are rewarded for correct utterances.
2. Innatist theory, proposed by Noam Chomsky, argues that humans are born with an innate language acquisition device in the brain that allows them to learn language according to innate linguistic principles and parameters.
3. Cognitive theory views language acquisition as one part of a child's overall intellectual development, and sees language as a symbolic representation that allows children to abstract the world.
Psycolingustic 2
1. The document discusses the process of learning American Sign Language (ASL) and factors that influence mastery, such as age of exposure.
2. Studies have shown that native and early learners acquire ASL grammar more fluently and complexly than late learners.
3. The oral approach to teaching deaf children to speak has been shown to only work for mildly hearing-impaired children and fails for severely hearing-impaired children.
Cognitive dev't and language(piaget final)
The document discusses various aspects of human development including physical, personal, social, and cognitive development. It covers principles of development such as people developing at different rates and development occurring gradually. The document also discusses brain development and areas of the brain. It provides details on neurons, synaptic overproduction, and tendencies in thinking. Piaget's stages of cognitive development are explained including the sensorimotor, preoperational, concrete operational, and formal operational stages. Vygotsky's sociocultural perspective and the role of language, learning, and social interaction in development are summarized. Finally, the development of language and diversity in language development are covered.
Theories and hypothesis in psycholinguistics
The document summarizes several theories and hypotheses in psycholinguistics:
1) Behaviourist theory views language learning as habit formation through reinforcement. Innateness theory proposes an innate language acquisition device. Cognitive theory sees language emerging from general cognitive development in stages.
2) Social interactionist theory emphasizes the role of environment and social interaction in language learning. Usage-based theory suggests that structure emerges from language use and experience. Optimality theory models how constraints shape linguistic forms.
3) Other topics discussed include the critical period hypothesis, Krashen's monitor and comprehensible input models, the interaction, comprehensible output, and noticing hypotheses.
Cognitivism
This document discusses cognitive approaches to language learning, specifically:
- Cognitivism uses quantitative, scientific methods to understand the mind and language learning. It includes mentalism, generativism, and nativism.
- Noam Chomsky opposed behaviorism in the 1960s, arguing that people are not "programmed animals" and learn through active participation rather than just conditioning.
- The document discusses concepts like focalization, positive and negative evidence in language learning, and how language is a dynamic structure that changes over time without need for a regulating institution.
What is psycholinguistics revised
Psycholinguistics is the study of the relationship between language and the mind. It focuses on how language is learned, stored, and sometimes lost. Psycholinguistics has four historical roots dating back to the late 18th century involving comparative linguistics, the study of language in the brain, child language development research, and experimental laboratory approaches. It contributes to fields like education, medicine, and social sciences. The main interests of psycholinguistics are how humans acquire language, comprehend speech, and produce speech. Key aspects of language acquisition in children include undergeneralization, overgeneralization, caregiver language input, and the rule-governed nature of early language.
Introduction to psycholinguistics
This document discusses psycholinguistics and language acquisition. It addresses the general issues of psycholinguistics including language acquisition, production, comprehension, and the relationship between language and thought. It then focuses on first and second language acquisition. It describes two notions in first language acquisition: overgeneralization and undergeneralization. Some examples of each are provided. Reasons for overgeneralization and undergeneralization are discussed. Stages of first language acquisition are outlined. The document concludes by discussing whether children are better than adults at learning a second language and comparing natural and classroom settings for second language learning.
Psycholinguistics
This document discusses psycholinguistics, which is the study of how humans acquire, comprehend, and produce language. It covers key areas of study like phonetics, morphology, syntax, semantics, and pragmatics. The document also examines theories of language comprehension, production, and acquisition. Some theories discussed are behaviorism, which views language as a process of habit formation through trial and error. The innate/nativist theory proposes humans have an innate, universal grammar. The cognitive theory, developed by Jean Piaget, outlines stages of language development from birth to adulthood.
Language acquisition
This document discusses the physiological, cognitive, and social development of language in humans. Physiologically, speech requires respiration, phonation, resonation, and articulation controlled by brain regions. Cognitively, language develops through social interaction, input, and experiences that allow abstract thought. Socially, human interaction is essential for language development as children learn cues, vocabulary, and communication styles from family and peers.
Noam chomsky
Noam Chomsky is an American linguist born in 1928 in Philadelphia. He developed the theory that the principles underlying language are biologically determined and part of the human mind, not learned. Chomsky believes children are born with an innate Language Acquisition Device that allows them to learn the grammatical structures of any language naturally. His theory of universal grammar has influenced the study of language development in children, though some researchers disagree with Chomsky's views.
Language learning theories
The document discusses several theories of language learning, including cognitive, behavioral, and developmental theories. Cognitive theories view language as a tool for organizing information and propose language learning strategies involve memory, patterns, and generalization. Jean Piaget's theory found cognitive development precedes language, while Lev Vygotsky argued language is a symbolic tool that enables thinking. Behaviorism views all behavior as learned through reinforcement and rejects internal mental states. John Watson defined behaviorism as the science of observable behavior without internal mental concepts.
2.2
The document discusses the innatist view of first language acquisition. According to innatists:
1) Humans are born with an innate language acquisition device (LAD) that contains a universal grammar (UG) comprising principles common to all languages.
2) When exposed to language input, the LAD uses UG to analyze utterances and form hypotheses about the rules and grammar of that language.
3) This innate language ability enables children to acquire language in a remarkably short period of time by extracting abstract rules from concrete examples in the primary linguistic data.
CTS-Academic: Module 2 session 8 psycholinguistics
Part of Module 2 of the CTS-Academic course run by SeltAcademy. Session written by Dr. Simon Phipps.
Intro. to Linguistics_15 Psycholinguistics 1
Session 15 of Introduction to Linguistics: Psycholinguistics 1 (Language Processing and Neurolinguistics)
Linguistic oriented theories(pinker)
This document discusses three main theories of first language acquisition: behaviorism, innatism, and cognitivism. It provides details on the central ideas of each theory and their main proponents. Behaviorism, proposed by Skinner, views language learning as habit formation through imitation and reinforcement. Innatism, proposed by Chomsky, posits that children are born with an innate language acquisition device that contains universal grammar principles. Cognitivism, associated with Piaget and Vygotsky, sees language as one part of overall cognitive development that involves abstract thinking and social interaction.
Activity 1.2
The document discusses several topics related to second language acquisition, including:
- Biological factors like hemisphere lateralization and critical periods that may influence one's ability to acquire a new language.
- Evidence that both children and adults can learn a second language, though adults may have an advantage in certain areas like deductive reasoning.
- The affective factors like identity, attitudes, anxiety, and motivation that can impact second language learning.
- Differences in how children and adults acquire a new language in terms of awareness and lateralization of the brain.
Psycholinguistics
The document discusses several areas of the brain involved in language processing including Broca's area, Wernicke's area, and the angular gyrus. Broca's area, located in the frontal lobe, controls speech production. Wernicke's area, located in the temporal lobe, is involved in language comprehension. The angular gyrus links words to meanings and integrates sensory information for language understanding. Damage to these areas can result in different types of aphasias that impact language abilities.
Bio Basis Of Language
The document discusses theories around how and why humans acquire language. It describes two main perspectives:
1) Nativism argues that humans have an innate language module or bioprogram that allows them to learn or create language based on input.
2) Empiricism argues that language becomes more complex as it is used in more communicative situations, requiring the encoding of more differences.
The document also discusses pidgins and creoles, critical period effects in language acquisition, and proposes a teleonomic approach to explain language development as a series of complementary advances rather than a single goal.
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CTS-Academic: Module 2 session 8 psycholinguistics
CTS-Academic: Module 2 session 8 psycholinguistics
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Explaining first language acquisition
The document summarizes theories of first language acquisition. It discusses the imitation/behaviorist theory proposed by Skinner, which views language learning as habit formation through reinforcement. It also discusses the innateness/nativist theory of Chomsky, which posits that humans are born with an innate language acquisition device. The document further examines cognitive, input, and connectionist theories and their varying perspectives on how the environment and mental faculties influence language learning.
Sla
This document discusses several theories and concepts related to second language acquisition and models of instruction. It covers behaviourism, constructivism, language acquisition, mastery learning, schema theory, and concludes with a discussion of research on second language acquisition in classroom settings. The key findings are that children acquire language through both innate capacities and environmental influences, and that traditional grammar and vocabulary focused instruction is less effective for proficiency than communicative approaches that provide opportunities for meaningful use of the target language.
Sla
This document discusses several theories and concepts related to second language acquisition and models of instruction. It covers behaviourism, constructivism, language acquisition, mastery learning, schema theory, and conclusions about second language acquisition research in classroom settings. The key findings are that children acquire language through both innate capacities and environmental influences, mastery learning aims to help all students learn through appropriate conditions, and research shows traditional grammar/vocabulary focused instruction is less effective than communicative approaches.
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This document discusses theories of language acquisition in children. It explores the debate between innate vs learned language abilities. There are two main schools of thought - nativists propose language learning is innate while empiricists believe it is entirely learned through environment and experience. The document also examines theories such as behaviorism, constructivism, and information processing models of how children develop language skills over time through listening, practicing, and constructing their own understanding of language rules.
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B.F. Skinner and Noam Chomsky had differing theories on language acquisition. Skinner believed it was a learned behavior shaped by environmental conditioning and reinforcement. Chomsky argued humans have an innate language acquisition device that allows natural language learning. While Skinner saw language as trained responses, Chomsky saw it as creatively generated based on internal linguistic rules. Their debate centered around nature vs nurture explanations for how children acquire language abilities.
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The document discusses language development and acquisition in early childhood. It provides an overview of the theoretical frameworks of language development, including behaviorist and innatist perspectives. The critical period hypothesis posits that the ability to acquire language diminishes after age 12. The document also outlines the stages of language development in early childhood, from babbling to one-word utterances to two-word sentences and early grammar development. Phonological processes that children use to simplify words are also described.
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Language is a method of communication, either written or spoken, consisting of the use of words in a structured or conditioned way.
Language is basically the use of words put together to make sense and enable communication.
Reaction paper
This reaction paper analyzes theories of first language acquisition from chapters one and two. It summarizes different approaches from behaviorism, nativism, and functionalism. While each perspective provides insights, the author argues an integrated approach considering psychology, anthropology, and linguistics best explains the complex process of how children acquire language. The paper also discusses implications for teaching English as a second language.
Reaction paper
This reaction paper analyzes theories of first language acquisition from chapters one and two. It summarizes different approaches from behaviorism, nativism, and functionalism. While each perspective provides insights, the author argues an integrated approach considering psychology, anthropology, and linguistics best explains the complex process of how children acquire language. The paper also discusses implications for teaching English as a second language.
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The document discusses the mentalist theory of language acquisition. It defines mentalism as a theory that focuses on mental processes and perception, and views language as being acquired through innate cognitive abilities rather than external conditioning alone. The document outlines key aspects of mentalism, including Noam Chomsky's view that humans possess an innate language acquisition device. It also contrasts mentalism with behaviorism, noting mentalism's emphasis on internal mental structures and processes in language learning. Finally, the document discusses implications of the mentalist theory for English for Specific Purposes teaching, emphasizing the importance of understanding learners' cognitive processes.
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Linguistics is the scientific study of language. The document provides definitions of language from various famous linguists and theorists such as Aristotle, Saussure, Sapir, Bloomfield, Chomsky, and others. It also outlines some major theories of language acquisition, including behaviorist, innatist, cognitivist, and interactionist theories. The theories differ in their views of whether language is learned through imitation and reinforcement, innate linguistic structures, cognitive development processes, or social interaction and communication.
Reaction paper
The document discusses several theories of first language acquisition:
1) Behaviourism views language as learned through stimulus-response and imitation, though it does not explain why all humans acquire language while other species do not.
2) The cognitive approach sees innate cognitive abilities as influencing language learning beyond just environmental factors. Piaget's stages of development also related to language acquisition.
3) The nativist approach, proposed by Chomsky, argues humans are born with an innate language acquisition device and universal grammar containing basic language structures. This explains consistent language acquisition across environments.
4) While each theory provides some insights, the document concludes that both innate and environmental factors likely influence language acquisition in a gradual process,
Theoretical Approaches to First Language Acquisition
This document discusses different theories of first language acquisition. It provides an overview of the behaviorist and mentalist schools of thought. The behaviorist view, proposed by theorists like Skinner, is that language is learned through imitation, reinforcement, and habit formation in response to environmental stimuli. The mentalist view, proposed by Chomsky, argues that language acquisition is based on innate, language-specific capabilities rather than environmental conditioning. The document also discusses criticisms of each theory and debates around the role of nature versus nurture in language development.
First language acquisition theories malik sahab
Cognitivism focuses on internal mental processes like thinking, memory, and problem-solving to understand learning, rather than only observing behavior like behaviorism. Two influential cognitive theories of language acquisition were proposed by Jean Piaget and Lev Vygotsky. Piaget believed that language develops through stages linked to cognitive development, with children able to speak as their thinking abilities grow. Vygotsky argued that language and thought are interrelated and develop together through social interaction, with more advanced thinking becoming possible due to language. Both theorists contributed to understanding how cognitive abilities and social factors influence language acquisition in children.
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This document discusses theories of language development in children. It notes that children worldwide develop language at similar stages and rates, suggesting humans have an innate capacity for language. The document also discusses key theorists who studied language development, including Vygotsky, Piaget, Montessori, Chomsky, and Krashen. It notes language serves both social and cognitive functions for humans.
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The document discusses four main theories of language development in children: behavioral theory, nativist linguistic theories, social interactionist theory, and cognitive theory. Behavioral theory views language as learned through conditioning and environment. Nativist linguistic theories propose an innate language acquisition device. Social interactionist theory emphasizes the social environment and context. Cognitive theory, proposed by Piaget, sees language developing through cognitive maturation stages. Overall, the document examines the key theories but notes language development remains complex with no single theory providing a full explanation.
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Concept of language acquisition
- 1. TOPIC : CONCEPT OF LANGUAGE ACQUISITION BY: DR.SANTOSH SHARMA PROFESSOR FACULTY OF EDUCATION, SWAMI VIVEKANAND SUBHARTI UNIVERSITY, MEERUT
- 2. Concept of language acquisition: It is a process by which the human acquire the capacity to perceive and comprehend language as well as to use words and sentences to communicate. Language Acquisition involves structures ,rules and representation.
- 3. History of language acquisition First time sum early observation ideas about language acquisition were proposed by “Plato”. In a more modern contacts and empiricists like “Thomas Hobbes "and “John lock” argued that knowledge/language emerged ultimately from abstracted sense in impression. B.F Skinner suggested that the successful use of sign and symbols gives reinforcement to a child to understand the meaning and concept behind the word.
- 4. General approaches of language acquisition
- 5. Social interactional approach The outcome of cognitive development is thinking. The intelligent mind creates from experience . Children construct their knowledge Development can not be separated from its social context Prior experience and new concepts are interwoven.
- 6. Cognitive theory It focus on how thoughts influence our emotions and our behaviour Behaviour are not seen as emerging out from unconscious drives or being shaped by environment. Cognitive behavioural theory gives strategies to help deal with anxiety and issues
- 7. Behavioural theory These theories advocates that leadership is shown by acts rather than traits and that the leadership is the result of effective role behaviour. The behaviour theorists concentrated on the unique behavioural aspect found in leader that enables them to attain effective leadership. Behaviour theories are made upon the belief that great leader are made not born
- 8. THANK YOU