This presentation discusses the language development theories of Noam Chomsky and Vygotsky.

1. DEVELOPMENTOF
LANGUAGE-
Noam Chomsky and Vygotsky
PRESENTED BY
ANIE KURIYAN
Aspects of
development

2. LANGUAGEDEVELOPMENT
• Language development is a process through which a child learns to
communicate.
• A conducive environment is crucial for the proper development of
language skills.
• Language development occurs in multiple stages, not as a single-step
process.
• Initially, a child learns common words (lexical words) during the early
stages of language development.
• As language skills progress, the child becomes adept at understanding
grammatical words in later stages.

3. • Language serves as a means of communication and involves a system of
symbols.
• Through language, individuals express ideas and views to others.
• Infants begin learning language from birth, and it is crucial for
their overall development.
Language development follows a sequential progression with
six key stages:
a. Crying
b. Cooing
c. Babbling
d. One-word stage
e. Two-word stage
f. Pre-school period
STAGES OF LANGUAGE DEVELOPMENT

4. THEORIES OF LANGUAGE DEVELOPMENT
• The different theories of language development can be
broadly categorized into three approaches:
a) Behaviorism. it holds that language develops as a result of
environmental influences
b) Nativism: It holds that language development is inborn or
innate
c) Interactionism: It emphasizes the interaction between
environmental influences and innate abilities in language
development.

5. In the mid-twentieth century, Noam Chomsky developed
language acquisition theory. This theory asserts that every child
is born with a language acquisition device (LAD). The LAD is a
hypothetical tool that helps children quickly learn and
understand language.
CHOMSK’S VIEWS ON LANGUAGE
DEVELOPMENT

6. Thank you!
SEE YOU IN THE
NEXT LESSON!
• Children are born with a special biological brain mechanism to learn languages,
which he called a Language Acquisition Device (LAD).
• Despite many superficial differences found in the surface structure of different
languages of the world, they have the same basic underlying gramatic structures
and principles, which he called Universal Grammar (UG).
• The LAD contains knowledge of universal grammar (UG).
LANGUAGE ACQUISITION THROUGH UNIVERSAL GRAMMAR

7. Thank you!
SEE YOU IN THE
NEXT LESSON!
• All children go through a critical learning period in the first three years of their
life during which the child's LAD is active.
• The LAD accepts the primary linguistic data (from the environment) as input,
processes and transforms it with the help of the UG, and generate as an output
a grammar of the language from which the data have been drawn.
• During language acquisition, the UG develops into a particular grammar of the
language that the child is exposed to. The child then extracts and imbibes the
rules of the language. This is called the Generative Grammar (GG).

8. Thank you!
SEE YOU IN THE
NEXT LESSON!
• The GG provides a set of rules that can accurately predict which combinations of
words are able to make grammatically correct sentences.
• Once the child can master these rules and transformations, it has the ability to
workout and expands on his grammar by using these rules to create new sentences
that it has not heard before.

9. VYGOTSKY’S VIEWS ON LANGUAGE DEVELOPMENT
• Vygotsky's perspective: Cognitive activities are shaped within a social-historical matrix.
• Fundamental cognitive skills result from socio-historical development, not innate
factors.
• Language and cognitive abilities are products of activities in cultural social institutions.
• The child's cognitive development is influenced by societal and personal history.
• Language plays a vital role in shaping how a child learns to think.
• Advanced modes of thought are transmitted to the child through language.

10. Vygotsky’s Postulates
• Language is a tool for thought
• Language is socially constructed
• Interdependence of thought and
language

11. The primitive or natural stage: It is characterized
by pre-intellectual speech and pre-verbal thought,
at the level of behaviour.
In-growth stage: At this stage:
(a) the external operations turn inward
(b) child acquires ability for counting in the head
(c) logical memory develops
(d) achieve soundless speech.
Egocentric speech stage: It is characterized by:(a) the
use of externa. signs as aids in the solution of internal
problems (b) counting on the fingers (c) egocentric
speech becomes more and more curtaile and esoteric
Naive psychological stage: It is characterized by:
(a) the childs’ experience with his own body and of
objects and the use of tools
(b) increasingly correct use of language structures
without the understanding of their logical meaning.
Stages in the Development of Language and Thought

12. Factors Influencing Language Development
The child's maturity
pattern
Family Environment
Child’s mental development
Objects around the child
The school
01
02
03
04
05

13. Role of the Teacher in Language Development
• The teacher herself must listen to the
children attentively in order to
encourage attentive listening among
them.
• Provide ample opportunity for the
children to speak and express himself
which will foster his expressive skills.
• Preparing a list of difficult words
involving similar syllables or
consonant clusters and helping
children to correct pronunciation.
• The teacher should provide rich
language experience to the
children in the pre-school by
talking to them on diverse but
familiar matters.
• While talking to children talk
slowly, clearly and in short
sentences. Avoid baby talk with
children.
• Provide opportunities for listening
to the recorded programmes of
songs, stories, dramas etc.

14. Role of the Teacher in Language Development
• Provide language experience through
stories and songs that will enhance
children's expressive and receptive
(understanding) skills.
• Providing opportunities to children
to associate sounds with
appropriate pictures of trees,
animals, birds, objects etc.
• Asking children to find out small
differences in two or more similar
pictures.
• Avoid direct and blunt correction
of mistakes in children's utterances
particularly in front of others, as it
only serves to reduce children's
motivation to express themselves.

15. Thank you!