First language acquisition april 20th
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Children progress through distinct stages in acquiring their first language from birth to age 4: (1) Early vocalizations and babbling reflect the sounds of the language being learned. (2) Around 12 months, children say their first words. (3) By age 2, children start combining words into simple sentences of 2 words. (4) By age 4, children are able to use complex language structures like questions and commands most of the time. Theories on how children acquire their first language include behaviorism through imitation and reinforcement, as well as nativism which posits an innate language acquisition device.
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The role of universal grammar in first and second language acquisition
Universal Grammar (UG) refers to the innate linguistic principles that are shared across all human languages. While UG plays a significant role in first language acquisition, its role in second language acquisition is more limited according to several theories. Native language has a major influence on second language acquisition, and there are fundamental differences between how children and adults acquire language as outlined in Bley-Vorman's Fundamental Difference Hypothesis. UG may influence second language acquisition indirectly through the influence of native language grammar rather than acting directly on the learning process.
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.
Linguistic oriented theories,behaviorism and innatism
The document summarizes three main theories of first language acquisition: behaviorism, innatism, and cognitivism. Behaviorism, proposed by Skinner, views language learning as a process of habit formation through imitation, repetition, and reinforcement. Innatism, proposed by Chomsky, posits that children are born with an innate language acquisition device and universal grammar that allows them to learn the rules of any human language. Cognitivism incorporates aspects of both by recognizing the importance of cognitive processes and environmental influences in language development.
The universal grammar approach
This document discusses Noam Chomsky's theory of Universal Grammar and its implications for first and second language acquisition. Some key points:
- Chomsky proposed that all humans are born with an innate, universal grammar that explains underlying linguistic knowledge. This helps explain why language acquisition follows similar developmental patterns across languages.
- Universal Grammar consists of principles that are universal across languages and parameters that can vary between languages. Learners need only set parameter values based on the language input.
- Evidence from first language acquisition supports the idea that children arrive at complex grammatical rules too quickly to learn from input alone, suggesting an innate linguistic system.
- Universal Grammar can account for both first and second language acquisition, as second language
First language acquisition
Children acquire language through unconscious processes by being exposed to natural communication from a young age, rather than being explicitly taught grammatical rules. While knowing rules is different from competent usage and performance, various theories have attempted to explain the innate and environmental factors that contribute to a child's language development, including behaviorist, nativist, social interaction, and cognitive approaches. Competence refers to underlying knowledge while performance is observable application of that knowledge.
Language acquistion theories
The document discusses three domains of language development - syntax, semantics, and pragmatics - and three theories of language acquisition: learning theory, nativist theory, and interactionist theory. Learning theory proposes that language is acquired through reinforcement of behaviors, nativist theory argues aspects of language are innate, and interactionist theory views language acquisition as an interplay between biological predispositions and social/environmental factors.
Second language learning theories
This document discusses key topics in first language acquisition, including:
1. Theories of language acquisition such as behaviorism, innatism, and interactionism. Innatism posits an innate language acquisition device while interactionism emphasizes social interaction.
2. Developmental stages of language acquisition from babbling to two-word sentences to complex grammar. Milestones include understanding language before production.
3. Experiments like the "WUG test" that show children internalize rules like plural formation without being taught.
4. Theories of bilingual acquisition including additive bilingualism, which has cognitive benefits over subtractive bilingualism.
The document examines issues in defining competence versus performance and the
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The role of universal grammar in first and second language acquisition
Universal Grammar (UG) refers to the innate linguistic principles that are shared across all human languages. While UG plays a significant role in first language acquisition, its role in second language acquisition is more limited according to several theories. Native language has a major influence on second language acquisition, and there are fundamental differences between how children and adults acquire language as outlined in Bley-Vorman's Fundamental Difference Hypothesis. UG may influence second language acquisition indirectly through the influence of native language grammar rather than acting directly on the learning process.
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.
Linguistic oriented theories,behaviorism and innatism
The document summarizes three main theories of first language acquisition: behaviorism, innatism, and cognitivism. Behaviorism, proposed by Skinner, views language learning as a process of habit formation through imitation, repetition, and reinforcement. Innatism, proposed by Chomsky, posits that children are born with an innate language acquisition device and universal grammar that allows them to learn the rules of any human language. Cognitivism incorporates aspects of both by recognizing the importance of cognitive processes and environmental influences in language development.
The universal grammar approach
This document discusses Noam Chomsky's theory of Universal Grammar and its implications for first and second language acquisition. Some key points:
- Chomsky proposed that all humans are born with an innate, universal grammar that explains underlying linguistic knowledge. This helps explain why language acquisition follows similar developmental patterns across languages.
- Universal Grammar consists of principles that are universal across languages and parameters that can vary between languages. Learners need only set parameter values based on the language input.
- Evidence from first language acquisition supports the idea that children arrive at complex grammatical rules too quickly to learn from input alone, suggesting an innate linguistic system.
- Universal Grammar can account for both first and second language acquisition, as second language
First language acquisition
Children acquire language through unconscious processes by being exposed to natural communication from a young age, rather than being explicitly taught grammatical rules. While knowing rules is different from competent usage and performance, various theories have attempted to explain the innate and environmental factors that contribute to a child's language development, including behaviorist, nativist, social interaction, and cognitive approaches. Competence refers to underlying knowledge while performance is observable application of that knowledge.
Language acquistion theories
The document discusses three domains of language development - syntax, semantics, and pragmatics - and three theories of language acquisition: learning theory, nativist theory, and interactionist theory. Learning theory proposes that language is acquired through reinforcement of behaviors, nativist theory argues aspects of language are innate, and interactionist theory views language acquisition as an interplay between biological predispositions and social/environmental factors.
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This document discusses key topics in first language acquisition, including:
1. Theories of language acquisition such as behaviorism, innatism, and interactionism. Innatism posits an innate language acquisition device while interactionism emphasizes social interaction.
2. Developmental stages of language acquisition from babbling to two-word sentences to complex grammar. Milestones include understanding language before production.
3. Experiments like the "WUG test" that show children internalize rules like plural formation without being taught.
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Universal grammar
Universal Grammar Theory proposes that humans are born with innate, internal rules of grammar that facilitate language acquisition. According to Noam Chomsky, who introduced this theory, these rules are biologically determined and part of the Language Acquisition Device in the brain. The theory contrasts with empiricist views that the mind is a blank slate by proposing that humans have an innate language instinct.
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First language acquisition
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The logical problem of language learning
The document discusses the logical problem of how children are able to learn language and acquire complex linguistic systems easily despite their immature cognitive capacities. It argues that children's success in language development must be attributed to innate language-learning abilities, as their knowledge exceeds what could be learned from the input received. It provides supporting points that children can filter language, abstract principles from limited examples, and show universal patterns of development not explained by their specific environment alone. This suggests language learning involves innate constructs beyond mere imitation.
Innateness hypothesis
The innateness hypothesis proposes that humans are born with some innate knowledge of language. Hilary Putnam coined the term to describe Noam Chomsky's theory of Universal Grammar, which suggests humans possess an innate Language Acquisition Device containing the core principles of grammar. Evidence for innateness comes from observations that language acquisition in children follows predictable stages and is not dependent on formal teaching, and adults generally fail to achieve native-like proficiency in a second language. The critical period hypothesis of Eric Lenneberge further suggests there is an optimal period in early childhood for acquiring full native language competence.
Universal grammar (ug)
Universal Grammar (UG) is the theory that humans are born with an innate, universal set of principles that guide language acquisition. The key points of UG are:
1) Poverty of stimulus - children hear a finite number of sentences but can understand and produce an infinite number, suggesting innate linguistic knowledge.
2) Parameters - principles of UG allow for variation between languages via parameters that are set based on a child's linguistic input.
3) Access to UG - theories debate whether adults fully retain access to UG for second language acquisition or are limited by their first language parameters.
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Children acquire language through natural interactions with familiar caregivers in everyday contexts. There are three main approaches to collecting and studying child language data: parental diaries, observational studies, and experimental studies. Parental diaries provide rich details but rely on a single observer. Observational studies directly audio record children's speech over time or compare groups. Experimental studies use controlled elicitation methods. Key milestones in early language development include babbling, first words around age 1, two-word combinations by age 2, and rapid growth of vocabulary and grammar thereafter as children pass through predictable stages of morphological and syntactic development.
Second languange learning strategies
This document discusses learning and communication strategies for second language acquisition. It defines strategies as specific approaches to solving problems or tasks, distinguishing them from general personality styles. The document outlines two main types of strategies: learning strategies, which involve processing and retaining new information, and communication strategies, which help with productive expression. It provides examples of cognitive and socioaffective learning strategies. For communication strategies, it describes avoidance strategies like topic avoidance and approximation strategies. Compensatory strategies include circumlocution, use of general words, memorized phrases, gestures and stalling techniques.
Bilingualism
Bilingualism refers to using two languages fluently like a native speaker. There are different types of bilingualism including additive bilingualism which occurs when a second language is learned in addition to the first, and subtractive bilingualism where the first language is replaced by the second. Early bilingualism can be simultaneous, where two languages are learned from birth, or successive where a second language is learned after partially acquiring the first language in early childhood. Late bilingualism refers to learning a second language after age 6 or 7, especially in adolescence or adulthood. Passive bilingualism means understanding a second language without speaking it. Learning a second language provides cognitive benefits for children and promotes empathy, cultural understanding,
Contrastive analysis
This document provides an overview of contrastive analysis between English and Arabic. It begins with the objectives of familiarizing trainee teachers with contrastive analysis and its pedagogical implications. The document then defines contrastive analysis and outlines its emergence. Key points of contrast between English and Arabic phonology, grammar, and other linguistic features are described. Finally, the interference of an Arabic mother tongue on learning English is discussed through case studies of errors related to redundancy, prepositions, syntax, and other areas. The document aims to help teachers address challenges English learners face due to their native language.
Universal grammar med
The document discusses theories of Universal Grammar (UG) and its application to second language acquisition. It covers:
1) Nativist approaches that posit innate language-specific or general learning mechanisms.
2) UG as consisting of principles and parameters that characterize all natural languages. Parameters have limited values that vary across languages.
3) How UG addresses the "poverty of stimulus" problem in first language acquisition.
4) Debates around the role and accessibility of UG in second language acquisition, including issues of first language transfer and ultimate attainment.
5) Evidence is inconclusive on whether UG principles fully constrain or are fully accessible to second language learners.
Language acquisition
This document summarizes the key stages and processes of child language acquisition. It notes that children typically acquire fluent control of a language within a few years, with mastery by age 5. The major stages include pre-language babbling from 6 months, a one-word stage around 12 months, two-word combinations by 18 months, telegraphic speech by age 2-3, and basic mastery of phonology, morphology and syntax by ages 4-5. Acquisition continues throughout life with vocabulary expansion. The document also outlines theories of language learning like imitation, hypothesis testing, and innate capacities.
Applied linguistics presentation
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First language acquisition
This document discusses first and second language acquisition. It covers:
- The stages of first language acquisition from babbling to combining words to grammatically complete sentences by age 6.
- Theories of language acquisition including cognitive, imitation, and innateness theories.
- Universally accepted facts about first language acquisition being a natural consequence of human society.
- Krashen's theory of second language acquisition including the acquisition vs learning hypothesis and the affective filter hypothesis.
- The natural approach method for teaching second languages which focuses on comprehensible input through visuals and meaning over formal instruction.
second language acquisition
This document discusses second language acquisition and universal grammar. It presents different theories on how universal grammar may apply to second language learning, including the direct accessibility hypothesis which claims that adult learners can fully access universal grammar when learning a second language. The indirect accessibility hypothesis argues that second language learners can only reset parameters based on their first language. Some challenges to applying universal grammar to second language acquisition are also outlined, such as differences between child and adult learning. The document examines various approaches to explaining second language acquisition processes.
Universal grammar
This document discusses Universal Grammar (UG) and its role in second language acquisition. UG proposes that the human brain is hardwired with innate, universal principles of grammar. It suggests that children learn the rules of their native language quickly because their brain contains a Language Acquisition Device that allows them to map the principles of UG onto the parameters of the specific language. The document outlines the history and key concepts of UG, including poverty of stimulus, constraints on learning, and universal developmental patterns. It also discusses related concepts like principles and parameters, and Chomsky's Minimalist Program. Researchers have studied whether and how second language learners may access the principles of UG.
First language acquisition
The document discusses several theories of first language acquisition:
1) Behavioral approaches focus on observable responses and reinforcement/punishment, while the nativist approach sees language acquisition as innate with a language acquisition device.
2) The functional approach views language as a tool for interacting with the world and communicating socially.
3) Issues in acquisition include the interplay between nature and nurture, universals versus variability across languages, and the influence of language on thought and cognition.
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.
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Psycholinguistics and foreign language teaching.
PG20- topics presented by group 4 with contents:
1, Definitions of linguistics 2, Key concepts of psycholinguistics 3, First language acquisition (FLA) 4, Second language learning ( SLL) 5, The similarities & differences between FLA & SLL
Universal grammar
Universal Grammar Theory proposes that humans are born with innate, internal rules of grammar that facilitate language acquisition. According to Noam Chomsky, who introduced this theory, these rules are biologically determined and part of the Language Acquisition Device in the brain. The theory contrasts with empiricist views that the mind is a blank slate by proposing that humans have an innate language instinct.
Inter language theory
The document discusses interlanguage theory, which proposes that second language learners construct their own language system, or "interlanguage", that is separate from both their native language and the target language. It develops over time as learners incorporate elements from both languages, make errors, and gradually progress toward the target language through a process of hypothesis testing. The interlanguage system is dynamic and variable as the learner's competence develops.
First language acquisition
Children acquire language through a complex interaction between innate cognitive abilities and environmental factors like social interaction and modified input from caregivers. While children have an innate language acquisition device, language development is also shaped by children's cognitive development and their social environment where they learn through interaction.
The logical problem of language learning
The document discusses the logical problem of how children are able to learn language and acquire complex linguistic systems easily despite their immature cognitive capacities. It argues that children's success in language development must be attributed to innate language-learning abilities, as their knowledge exceeds what could be learned from the input received. It provides supporting points that children can filter language, abstract principles from limited examples, and show universal patterns of development not explained by their specific environment alone. This suggests language learning involves innate constructs beyond mere imitation.
Innateness hypothesis
The innateness hypothesis proposes that humans are born with some innate knowledge of language. Hilary Putnam coined the term to describe Noam Chomsky's theory of Universal Grammar, which suggests humans possess an innate Language Acquisition Device containing the core principles of grammar. Evidence for innateness comes from observations that language acquisition in children follows predictable stages and is not dependent on formal teaching, and adults generally fail to achieve native-like proficiency in a second language. The critical period hypothesis of Eric Lenneberge further suggests there is an optimal period in early childhood for acquiring full native language competence.
Universal grammar (ug)
Universal Grammar (UG) is the theory that humans are born with an innate, universal set of principles that guide language acquisition. The key points of UG are:
1) Poverty of stimulus - children hear a finite number of sentences but can understand and produce an infinite number, suggesting innate linguistic knowledge.
2) Parameters - principles of UG allow for variation between languages via parameters that are set based on a child's linguistic input.
3) Access to UG - theories debate whether adults fully retain access to UG for second language acquisition or are limited by their first language parameters.
First language acquistion.
PSYCHOLINGUITICS, Language acquisition, Noam Chomsky, Jean Piaget, F. B. Skinner, Innateness theory, Behaviorist theory, Cognitive theory. CRITICISMS
Child language acquisition
Children acquire language through natural interactions with familiar caregivers in everyday contexts. There are three main approaches to collecting and studying child language data: parental diaries, observational studies, and experimental studies. Parental diaries provide rich details but rely on a single observer. Observational studies directly audio record children's speech over time or compare groups. Experimental studies use controlled elicitation methods. Key milestones in early language development include babbling, first words around age 1, two-word combinations by age 2, and rapid growth of vocabulary and grammar thereafter as children pass through predictable stages of morphological and syntactic development.
Second languange learning strategies
This document discusses learning and communication strategies for second language acquisition. It defines strategies as specific approaches to solving problems or tasks, distinguishing them from general personality styles. The document outlines two main types of strategies: learning strategies, which involve processing and retaining new information, and communication strategies, which help with productive expression. It provides examples of cognitive and socioaffective learning strategies. For communication strategies, it describes avoidance strategies like topic avoidance and approximation strategies. Compensatory strategies include circumlocution, use of general words, memorized phrases, gestures and stalling techniques.
Bilingualism
Bilingualism refers to using two languages fluently like a native speaker. There are different types of bilingualism including additive bilingualism which occurs when a second language is learned in addition to the first, and subtractive bilingualism where the first language is replaced by the second. Early bilingualism can be simultaneous, where two languages are learned from birth, or successive where a second language is learned after partially acquiring the first language in early childhood. Late bilingualism refers to learning a second language after age 6 or 7, especially in adolescence or adulthood. Passive bilingualism means understanding a second language without speaking it. Learning a second language provides cognitive benefits for children and promotes empathy, cultural understanding,
Contrastive analysis
This document provides an overview of contrastive analysis between English and Arabic. It begins with the objectives of familiarizing trainee teachers with contrastive analysis and its pedagogical implications. The document then defines contrastive analysis and outlines its emergence. Key points of contrast between English and Arabic phonology, grammar, and other linguistic features are described. Finally, the interference of an Arabic mother tongue on learning English is discussed through case studies of errors related to redundancy, prepositions, syntax, and other areas. The document aims to help teachers address challenges English learners face due to their native language.
Universal grammar med
The document discusses theories of Universal Grammar (UG) and its application to second language acquisition. It covers:
1) Nativist approaches that posit innate language-specific or general learning mechanisms.
2) UG as consisting of principles and parameters that characterize all natural languages. Parameters have limited values that vary across languages.
3) How UG addresses the "poverty of stimulus" problem in first language acquisition.
4) Debates around the role and accessibility of UG in second language acquisition, including issues of first language transfer and ultimate attainment.
5) Evidence is inconclusive on whether UG principles fully constrain or are fully accessible to second language learners.
Language acquisition
This document summarizes the key stages and processes of child language acquisition. It notes that children typically acquire fluent control of a language within a few years, with mastery by age 5. The major stages include pre-language babbling from 6 months, a one-word stage around 12 months, two-word combinations by 18 months, telegraphic speech by age 2-3, and basic mastery of phonology, morphology and syntax by ages 4-5. Acquisition continues throughout life with vocabulary expansion. The document also outlines theories of language learning like imitation, hypothesis testing, and innate capacities.
Applied linguistics presentation
The document discusses applied linguistics and interdisciplines. It defines applied linguistics as using linguistic theories and methods to solve language problems in other fields. The history of applied linguistics is discussed, along with its aims to study language learning and teaching and solve related problems. Interdisciplines that applied linguistics interacts with are sociolinguistics, psycholinguistics, neurolinguistics, and various applied areas like education, speech therapy, computing, and international relations.
Key issues in 2nd language acquisition
This show is based upon a book named KEY ISSUES IN 2ND LANGUAGE ACQUISITION BY VAN PATTEN
NOTE, the show just covered the first issue.
Critical period hypothesis
The document discusses the critical period hypothesis (CPH) which proposes that there is an ideal window of time for acquiring language skills, especially grammar. The CPH originated in the 1950s and was explored further by Lenneberg in 1967. Studies on brain lateralization and language development in feral children like Victor and Genie provide support. The effects on phonology, syntax and grammar are discussed. Different theorists propose varying ages for the end of the critical period from 5 to 15 years old. Alternative views also exist that link language learning more to mental abilities than age.
First language acquisition
This document discusses first and second language acquisition. It covers:
- The stages of first language acquisition from babbling to combining words to grammatically complete sentences by age 6.
- Theories of language acquisition including cognitive, imitation, and innateness theories.
- Universally accepted facts about first language acquisition being a natural consequence of human society.
- Krashen's theory of second language acquisition including the acquisition vs learning hypothesis and the affective filter hypothesis.
- The natural approach method for teaching second languages which focuses on comprehensible input through visuals and meaning over formal instruction.
second language acquisition
This document discusses second language acquisition and universal grammar. It presents different theories on how universal grammar may apply to second language learning, including the direct accessibility hypothesis which claims that adult learners can fully access universal grammar when learning a second language. The indirect accessibility hypothesis argues that second language learners can only reset parameters based on their first language. Some challenges to applying universal grammar to second language acquisition are also outlined, such as differences between child and adult learning. The document examines various approaches to explaining second language acquisition processes.
Universal grammar
This document discusses Universal Grammar (UG) and its role in second language acquisition. UG proposes that the human brain is hardwired with innate, universal principles of grammar. It suggests that children learn the rules of their native language quickly because their brain contains a Language Acquisition Device that allows them to map the principles of UG onto the parameters of the specific language. The document outlines the history and key concepts of UG, including poverty of stimulus, constraints on learning, and universal developmental patterns. It also discusses related concepts like principles and parameters, and Chomsky's Minimalist Program. Researchers have studied whether and how second language learners may access the principles of UG.
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2) The functional approach views language as a tool for interacting with the world and communicating socially.
3) Issues in acquisition include the interplay between nature and nurture, universals versus variability across languages, and the influence of language on thought and cognition.
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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.
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Information about the approaches of Language Acquisition of the book "Principles of Language learning and teaching” by H. Douglas Brown.
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1. Behaviorism explains early language acquisition through imitation, reinforcement and habit formation but cannot explain more complex structures.
2. Nativism argues humans are born with an innate language acquisition device (LAD) that enables language learning.
3. Interactionism views language development as occurring through social interactions, combining innate abilities with environmental experiences.
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- Cognitive development theory proposed by Piaget and Vygotsky that language develops from cognitive development and is influenced by social interactions.
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The document discusses first language acquisition from multiple perspectives. It addresses the key stages of language development including sound production, phonological acquisition, morphological and syntactical development, and semantic development. Children have an innate ability to acquire language and will develop language skills even with neurological disorders or limited input, demonstrating that language learning is a remarkable human achievement. The process is studied by linguists and psychologists and provides insights into human cognition and brain development.
Approaches To Language Acquisition
This document discusses different approaches to language acquisition in children. It describes the nativist view that children are born with innate, universal linguistic principles and parameters that guide language learning. In contrast, the empiricist view sees language acquisition as shaped solely by environmental factors and general learning mechanisms. The document also examines studies of child-directed speech and proposes that while it helps engage children, it is not necessary for acquisition. Overall, the process of language learning in children involves an interaction between innate capacities and environmental influences.
Child's language acquisition presentation
The document discusses the stages of language acquisition in children. It outlines several key stages:
1) The babbling stage occurs around 6 months as babies start producing sounds. Babbling may play a role in language development but its importance is still debated.
2) The holophrastic stage begins around 1 year as children use single words to communicate. Words take on multiple meanings during this stage.
3) The two-word stage emerges around 2 years as children connect words in pairs to form simple sentences through syntax and semantics.
4) The telegraph stage follows as children string more than two words together in sentence-like structures using functional vocabulary in addition to meaning vocabulary. Younger children's language
Child language acquisition
The document outlines 7 stages of vocal development in children from 0-24 months. Key stages include cooing and laughing from 8-20 weeks, babbling from 25-50 weeks, and a vocabulary of around 200 words by 18-24 months. It also summarizes theories of language acquisition, including imitation, innateness, cognition, and input theories.
Psychological Approaches
The document discusses several key concepts in psychology including field theory, Gestalt theory, psychodynamic approach, behavioral approach, cognitive model, and the biomedical and biopsychosocial models of health. Field theory proposes that behavior is a result of both personal and environmental factors. The psychodynamic approach emphasizes unconscious processes and childhood experiences. The behavioral approach views behavior as motivated by environmental influences, while the cognitive model focuses on mental processes like memory, problem-solving, and language.
Theoretical approaches to first language aquisition
The document discusses several theories of first language acquisition:
1) Behaviorist perspective views language as learned through imitation, practice, and reinforcement.
2) Innatist perspective argues that humans are biologically programmed for language acquisition through an innate universal grammar.
3) Interactionist/developmental perspectives emphasize the role of social interaction and cognitive development from Piaget and Vygotsky.
4) Connectionism views language acquisition as learning associations between linguistic units through exposure rather than requiring a language module.
The document also briefly discusses language disorders and delays in acquisition.
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First language acquisition april 20th
- 1. FIFIRST LANGUAGE ACQUISITION First Language Acquisition April 20th, 2015
- 2. Before first words • The earliest vocalizations –Involuntary crying –Cooing and gurgling – showing satisfaction or happiness ● “Babbling” –Babies use sounds to reflect the characteristics of the different language they are learning.
- 3. First words Around 12 months (“one-word” stage): –one or two recognizable words (esp. content word); –Single-word sentences.
- 4. By the age of 2 (“two-word” stage) 1) at least 50 different words 2) “telegraphic” sentences (no function words and grammatical morphemes) e.g., “Mommy juice”, “baby fall down” 3) reflecting the order of the language. e.g., “kiss baby”, “baby kiss” 4) creatively combining words. e.g., “more outside”, “all gone cookie”
- 5. By the age of 4 Most children are able to: –ask questions, –give commands, –report real events, – create stories about imaginary ones with correct word order and grammatical markers most of the time.
- 6. School Age -Complex structures are internalized. -Vocabulary is expanded. -Communicatively skills are sharpened. -Social functions of language are learned,
- 7. BBC
- 8. Theories of First Language Acquisition Behaviorism Language is the result of ❑ imitation (word-for-word repetition), ❑ practice (repetitive manipulation of form), ❑feedback on success (positive reinforcement) ❑ habit formation.
- 10. THEORIES OF FIRST LANGUAGE ACQUISITION • Behavioral approaches ● Publicly observable responses ● Reinforcement & punishment • Nativist approach ● LAD (language acquisition device) • Ability to distinguish speech sounds • Ability to organize linguistic data into classes • Knowledge that only certain system is possible • Constant evaluation of the linguistic system Language acquisition is innateUniversal grammar
- 11. Nativist Approach Chomsky (1959) argues that behaviorism cannot provide sufficient explanations for children’s language acquisition for the following reasons: ● Children come to know more about the structure of their language than they could be expected to learn on the basis of the samples of language they hear. ● The language children are exposed to includes false starts, incomplete sentences and slips of the tongue, and yet they learn to distinguish between grammatical and ungrammatical sentences. ● Children are by no means systematically corrected or instructed on language by parents.
- 12. Nativist Approach Important concepts: ● Language Acquisition Device (LAD). ● Universal Grammar. ● At any stage language is systematic. Three important contributions: 1. Freedom from the restrictions of the “scientific method”. 2. A child’s linguistic repertoire is rule-governed. 3. The construction of a number of potential properties of Universal Grammar.
- 13. FUNCTIONAL APPROACH ● Language: dealing with the world ● Social context functions purposes What children know about the world determines what they learn about the code. Language is used for interactive communication Cognition Social interaction Pragmatics
- 14. Functional Approaches Bloom (1971). Criticism to pivot grammar. “Mommy sock” ● agent-action ● agent-object ● possessor-possessed Depending on the social context, “mommy sock” could mean a number of different things to a child.
- 15. Functional Approaches The function of language in discourse The study of language in interactive communication (day-to-day performance) -Talking to others. -Relation between sentences. -Interaction between hearer and speaker. -Conversational clues. -Hesitations, pauses, among others.
- 16. Theories of First Language Acquisition
- 17. ISSUES IN FIRST LANGUAGE ACQUISITION • Competence: underlying knowledge of the language system (unobservable) • Performance: manifestation of competence (observable)