This document summarizes key aspects of language acquisition in children. It discusses how children progress from prelinguistic communication like babbling to understanding words and basic sentences. Children first learn nouns and verbs referring to objects and actions around them. They develop the ability to share attention and experiences with others. The document also examines how children learn meanings of words, grammar rules, and pragmatic uses of language in social contexts. Both nativist and interactionist perspectives on language learning are presented. Essential ingredients for language development include biological prerequisites in the brain and environment, cognitive abilities, fast mapping skills, social interaction, and exposure to language.
This document provides an overview of language acquisition. It discusses:
1) Prelinguistic communication stages in infants from birth to 12 months including cooing, babbling, and pointing which are precursors to language.
2) The development of words and sentences in children, starting with single words at 13-14 months and progressing to two-word combinations by 18 months and basic grammar by age 2.
3) Theories of language acquisition including nativist and interactionist perspectives. Nativism posits innate linguistic abilities while interactionism emphasizes social and environmental influences.
1. The document discusses how children acquire their first language without direct instruction, instead constructing language through interactions.
2. Children do not simply imitate adult speech but actively test out their own constructions. Adults also do not produce all the expressions children use.
3. As children's language develops, they begin incorporating morphological and syntactic structures like plurals, past tense, questions and negatives in their own way before fully mastering conventions. Their meanings for words may also be broader than adults'.
This document discusses theories of how children learn languages. It covers:
1) Behaviorist, cognitivist, social-interactionist, and nativist theories of language acquisition.
2) The typical process of acquiring a first language from babbling to complex sentences between ages 0-12.
3) Factors that influence how much and what parts of additional languages children learn under different conditions, such as their age, motivation, and learning environment.
The document discusses theories of first language acquisition. It describes:
- Children progress through predictable stages of language development in their first years, starting from babbling and cooing to first words and two-word sentences.
- Grammatical morphemes like plurals and verb tenses are acquired in a consistent order cross-linguistically. Children also show understanding of grammar through tests like the "wug test."
- Questions, negation, and word order in questions each have developmental stages as children's language skills increase in complexity.
- Behaviorist theories of language learning, including classical conditioning and operant conditioning, viewed language as learned through stimulus-response associations and reinforcement.
Language
Language development
Theories of language development
components of language development
influences on language development
Note: All the content is adapted from AIOU Course Code 8610-Human learning and development
Between ages 2-6, children's vocabulary grows enormously from 200 words to 10,000 words. During this period, children learn new words through fast mapping and contrasting new words with words they already know. They also start making guesses about meanings and developing biases like mutual exclusivity around ages 2-3. Adults play an important role by recasting language, expanding on what children say, listening attentively, and encouraging further discussion. By ages 3-4, children's grammar develops to include simple sentences following subject-verb-object order and mastery of basic rules and structures, though questions and agreement may still vary. Language acquisition is supported through conversations, reading books, and outings that stimulate learning.
The document summarizes key aspects of first language acquisition in children. It discusses that before age 5, children have mastered the complex grammar rules of their native language, including forming questions, negatives, and relative clauses. It also outlines the major stages of language development, from babbling to one-word to two-word sentences. Children acquire language through their innate language acquisition abilities, not conscious learning, and they learn the regular patterns in the language they hear.
The document discusses language development in children from infancy through early childhood. It describes the stages of language development including pre-linguistic, holophrase, two-word, telegram, and near-adult grammar stages. Key aspects of language such as semantics, vocabulary, syntax, and speech are also outlined at different ages.
This document provides an overview of language acquisition. It discusses:
1) Prelinguistic communication stages in infants from birth to 12 months including cooing, babbling, and pointing which are precursors to language.
2) The development of words and sentences in children, starting with single words at 13-14 months and progressing to two-word combinations by 18 months and basic grammar by age 2.
3) Theories of language acquisition including nativist and interactionist perspectives. Nativism posits innate linguistic abilities while interactionism emphasizes social and environmental influences.
1. The document discusses how children acquire their first language without direct instruction, instead constructing language through interactions.
2. Children do not simply imitate adult speech but actively test out their own constructions. Adults also do not produce all the expressions children use.
3. As children's language develops, they begin incorporating morphological and syntactic structures like plurals, past tense, questions and negatives in their own way before fully mastering conventions. Their meanings for words may also be broader than adults'.
This document discusses theories of how children learn languages. It covers:
1) Behaviorist, cognitivist, social-interactionist, and nativist theories of language acquisition.
2) The typical process of acquiring a first language from babbling to complex sentences between ages 0-12.
3) Factors that influence how much and what parts of additional languages children learn under different conditions, such as their age, motivation, and learning environment.
The document discusses theories of first language acquisition. It describes:
- Children progress through predictable stages of language development in their first years, starting from babbling and cooing to first words and two-word sentences.
- Grammatical morphemes like plurals and verb tenses are acquired in a consistent order cross-linguistically. Children also show understanding of grammar through tests like the "wug test."
- Questions, negation, and word order in questions each have developmental stages as children's language skills increase in complexity.
- Behaviorist theories of language learning, including classical conditioning and operant conditioning, viewed language as learned through stimulus-response associations and reinforcement.
Language
Language development
Theories of language development
components of language development
influences on language development
Note: All the content is adapted from AIOU Course Code 8610-Human learning and development
Between ages 2-6, children's vocabulary grows enormously from 200 words to 10,000 words. During this period, children learn new words through fast mapping and contrasting new words with words they already know. They also start making guesses about meanings and developing biases like mutual exclusivity around ages 2-3. Adults play an important role by recasting language, expanding on what children say, listening attentively, and encouraging further discussion. By ages 3-4, children's grammar develops to include simple sentences following subject-verb-object order and mastery of basic rules and structures, though questions and agreement may still vary. Language acquisition is supported through conversations, reading books, and outings that stimulate learning.
The document summarizes key aspects of first language acquisition in children. It discusses that before age 5, children have mastered the complex grammar rules of their native language, including forming questions, negatives, and relative clauses. It also outlines the major stages of language development, from babbling to one-word to two-word sentences. Children acquire language through their innate language acquisition abilities, not conscious learning, and they learn the regular patterns in the language they hear.
The document discusses language development in children from infancy through early childhood. It describes the stages of language development including pre-linguistic, holophrase, two-word, telegram, and near-adult grammar stages. Key aspects of language such as semantics, vocabulary, syntax, and speech are also outlined at different ages.
The document discusses the use of authentic materials in language learning. It provides arguments for and against restricting authentic materials, as well as supporting details. It argues that exposing students to authentic materials is highly motivating, gives a sense of achievement, reflects real language use, and promotes different language skills. However, it also notes that learning depends on what materials teachers provide and could limit exposure.
Theoretical approaches to first language aquisitionSiwar Bdioui
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.
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.
Children acquire their first language through a complex interplay of innate and environmental factors. While children are biologically predisposed to learn language, they must also be exposed to meaningful input from caregivers for acquisition to occur. Children progress from understanding more than they can produce to eventually mastering the systematic rules of their native language through imitation, practice, and discourse-based interactions from an early age.
First Language Acquisition Schedule of ChildrenBibi Halima
1. First Language Acquisition
2. The Acquisition schedule of Child’s language
3. Post-telegraphic Stage
4. Patterns in development; Developmental sequences in First Language acquisition
The document discusses the stages of language development from infancy through adulthood. It begins with definitions of language and then outlines the major stages of language development, including caretaker speech in infancy, the one-word and two-word stages in toddlers, the development of function words and plurals in preschool years, literacy acquisition in school years, the emergence of personal linguistic styles in teen years, and variability in adult language depending on factors like education and occupation. The document also covers the five dimensions of the linguistic system: phonology, morphology, syntax, semantics, and pragmatics.
Power Point Presentation on how children learn languages. Practice II, didactics of ELT and practicum at primary school level, third year subject of the English Language Teaching Course at UNLPam.
Children acquire most aspects of their native language's intricate system by age 5 without being taught formal grammar rules. They learn through innate capacities and mechanisms like analogy, by constructing their own grammar rules and sometimes overgeneralizing them. Key stages of language acquisition include babbling, first words, combining words into sentences, figuring out sounds and how they are used, learning word meanings intuitively by connecting words with objects, and acquiring morphological and syntactic rules at an early age through creative processes rather than imitation alone.
Caregiver speech refers to the simplified and repetitive type of speech used by adults when speaking to infants and babies. It is characterized by slower speech, higher pitch, exaggerated intonation, shorter utterances, and simpler sentence structures. Caregiver speech helps infants learn language sounds and begin to recognize, then comprehend words. As children develop, their parents' speech becomes less repetitious with longer, more complex sentences about topics relevant to the child's everyday experiences and interests. While language development is primarily driven from within, caregiver speech offers support and guidance along the way.
an introduction to psycholinguistics
chapter 1 How children learn language
21 slide of the first chapter explaining most important parts of the first chapter.
The document discusses various linguistic terms and concepts related to language acquisition, including babbling stages of infants and theories from key child language acquisition researchers. It also provides sample texts and tasks about studying language development topics like routines, theories, and analyzing child language data. The majority of the document appears to be materials for instructing students on the topic of how children acquire their first language.
The document discusses several theories of language development, including that primitive humans developed vocal abilities through making sounds, languages evolved over a long period of time, and children acquire language from listening to and interacting with their parents and social environment, as theorized by Vygotsky. Language depends on social experiences and influences.
Language, Language Acquisition, Language Learning, Second Language,Bilingualism, Child Language, Linguistics,Hypothesis, Noam Chomsky (Cognitive Generative Quantitative
Functional theories of grammar Phonology Morphology Morphophonology Syntax Lexis Semantics Pragmatics Graphemics Orthography Semiotics) (Anthropological Comparative Historical Etymology Graphetics Phonetics Sociolinguistics) (Computational Contrastive
Evolutionary Forensic Internet
Language acquisition
Second-language acquisition
Language assessment
Language development
Language education
Linguistic anthropology
Neurolinguistics Psycholinguistics)
(History of linguistics
Linguistic prescription
List of linguists
Unsolved linguistics problems)
The document discusses the stages of language development in children. It describes Chomsky's Language Acquisition Device hypothesis and Skinner's behaviorist view of language learning. The stages include the prelinguistic period where children engage in babbling and gesturing, the holophrastic period marked by one-word utterances, the telegraphic period when two-word combinations emerge in the form of agent-action or action-object relations, and finally the complex period where children start using grammatical morphemes and forming basic sentences.
The document discusses factors that affect language development, including early language stimulation, literate communities and environments, story reading, and exceptional development. Early language stimulation involves the process of disequilibrium, which is often referred to as cognitive conflict. Literate communities should have grouped desks, literacy play centers, and teachers who serve as models. Story reading involves concepts of author, point of view, purpose, and text from the reader's perspective. Exceptional development discusses various language disorders like aphasia, dyslexia, and dysnogsia.
Chapter 16 facilitating speech, language, and communication skillsblantoncd
This document discusses speech, language, and communication skills in children. It explains that language involves a system of signals to communicate ideas, while communication is the exchange of thoughts. Language acquisition varies between socioeconomic groups, with children of more highly educated mothers acquiring language faster. Quality adult interactions are important for supporting language development in natural environments. The document outlines typical language development milestones and provides strategies for enhancing language skills in children.
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.
The document discusses several key aspects of language acquisition in humans:
1) Humans are biologically designed for language with modifications that allow for speech like a low larynx.
2) Brain development from birth to age 7 supports language learning with connectivity changes and metabolic activity peaks.
3) Language acquisition starts with sounds and moves to words and simple sentences followed by a grammar explosion between ages 2-4.
4) Factors like context, parental interaction styles and the brain's ability to bootstrap rules guide this rapid acquisition process.
First language acquisition (interactionism)Valeria Roldán
This document discusses interactionist and developmental perspectives on language acquisition. It argues that innatist theories focus too much on the end state of language and not enough on its developmental process. Interactionism holds that language acquisition stems from children's innate ability to learn from social experience and exposure to language from caretakers. Caretaker talk, which includes modifications like slower speech, helps make language comprehensible to children. Children learn language through enjoying repetitive events, focusing on what they understand, and using their primary interests to communicate and build confidence.
Ch 1 language theory and language developmentsahughes
The document provides an overview of language development theories and disorders in children. It discusses four children who may need language assessments: a 4th grader struggling with reading comprehension, a 6th grader who takes sarcasm literally, a 2-year-old using mainly nouns, and an 8th grader with weak writing skills. It also covers topics like the speech chain model, theories of language development, the domains and components of language, and five communication subdomains to guide clinical assessment and intervention for children's language disorders.
Between ages 2-6, children's vocabulary grows tremendously from 200 words to 10,000 words. During this period, children learn new words through fast mapping and contrasting new words with words they already know. Children also make guesses about word meanings and have biases like thinking a new word can only refer to one object. Adults can support language development by recasting what children say, expanding on their language, listening attentively, and encouraging further discussion. By ages 3-4, children have largely mastered basic grammar rules like subject-verb-object order, plural forms, and some verb tenses and prepositions, though questions and agreement can still be variable. Complex grammar is still developing through middle childhood.
Chapter 1 how languages are learned - pasty m. lightbown and nina spadaTshen Tashi
This document discusses theories of first language acquisition in children. It covers 3 main perspectives: behaviorist, innatist, and interactionist. The behaviorist view is that children learn language through imitation and reinforcement. The innatist perspective is that humans are biologically programmed for language. The interactionist view is that language develops through social interaction and is dependent on cognitive development. Child-directed speech and feedback from caregivers play an important role in most children acquiring language normally.
The document discusses the use of authentic materials in language learning. It provides arguments for and against restricting authentic materials, as well as supporting details. It argues that exposing students to authentic materials is highly motivating, gives a sense of achievement, reflects real language use, and promotes different language skills. However, it also notes that learning depends on what materials teachers provide and could limit exposure.
Theoretical approaches to first language aquisitionSiwar Bdioui
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.
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.
Children acquire their first language through a complex interplay of innate and environmental factors. While children are biologically predisposed to learn language, they must also be exposed to meaningful input from caregivers for acquisition to occur. Children progress from understanding more than they can produce to eventually mastering the systematic rules of their native language through imitation, practice, and discourse-based interactions from an early age.
First Language Acquisition Schedule of ChildrenBibi Halima
1. First Language Acquisition
2. The Acquisition schedule of Child’s language
3. Post-telegraphic Stage
4. Patterns in development; Developmental sequences in First Language acquisition
The document discusses the stages of language development from infancy through adulthood. It begins with definitions of language and then outlines the major stages of language development, including caretaker speech in infancy, the one-word and two-word stages in toddlers, the development of function words and plurals in preschool years, literacy acquisition in school years, the emergence of personal linguistic styles in teen years, and variability in adult language depending on factors like education and occupation. The document also covers the five dimensions of the linguistic system: phonology, morphology, syntax, semantics, and pragmatics.
Power Point Presentation on how children learn languages. Practice II, didactics of ELT and practicum at primary school level, third year subject of the English Language Teaching Course at UNLPam.
Children acquire most aspects of their native language's intricate system by age 5 without being taught formal grammar rules. They learn through innate capacities and mechanisms like analogy, by constructing their own grammar rules and sometimes overgeneralizing them. Key stages of language acquisition include babbling, first words, combining words into sentences, figuring out sounds and how they are used, learning word meanings intuitively by connecting words with objects, and acquiring morphological and syntactic rules at an early age through creative processes rather than imitation alone.
Caregiver speech refers to the simplified and repetitive type of speech used by adults when speaking to infants and babies. It is characterized by slower speech, higher pitch, exaggerated intonation, shorter utterances, and simpler sentence structures. Caregiver speech helps infants learn language sounds and begin to recognize, then comprehend words. As children develop, their parents' speech becomes less repetitious with longer, more complex sentences about topics relevant to the child's everyday experiences and interests. While language development is primarily driven from within, caregiver speech offers support and guidance along the way.
an introduction to psycholinguistics
chapter 1 How children learn language
21 slide of the first chapter explaining most important parts of the first chapter.
The document discusses various linguistic terms and concepts related to language acquisition, including babbling stages of infants and theories from key child language acquisition researchers. It also provides sample texts and tasks about studying language development topics like routines, theories, and analyzing child language data. The majority of the document appears to be materials for instructing students on the topic of how children acquire their first language.
The document discusses several theories of language development, including that primitive humans developed vocal abilities through making sounds, languages evolved over a long period of time, and children acquire language from listening to and interacting with their parents and social environment, as theorized by Vygotsky. Language depends on social experiences and influences.
Language, Language Acquisition, Language Learning, Second Language,Bilingualism, Child Language, Linguistics,Hypothesis, Noam Chomsky (Cognitive Generative Quantitative
Functional theories of grammar Phonology Morphology Morphophonology Syntax Lexis Semantics Pragmatics Graphemics Orthography Semiotics) (Anthropological Comparative Historical Etymology Graphetics Phonetics Sociolinguistics) (Computational Contrastive
Evolutionary Forensic Internet
Language acquisition
Second-language acquisition
Language assessment
Language development
Language education
Linguistic anthropology
Neurolinguistics Psycholinguistics)
(History of linguistics
Linguistic prescription
List of linguists
Unsolved linguistics problems)
The document discusses the stages of language development in children. It describes Chomsky's Language Acquisition Device hypothesis and Skinner's behaviorist view of language learning. The stages include the prelinguistic period where children engage in babbling and gesturing, the holophrastic period marked by one-word utterances, the telegraphic period when two-word combinations emerge in the form of agent-action or action-object relations, and finally the complex period where children start using grammatical morphemes and forming basic sentences.
The document discusses factors that affect language development, including early language stimulation, literate communities and environments, story reading, and exceptional development. Early language stimulation involves the process of disequilibrium, which is often referred to as cognitive conflict. Literate communities should have grouped desks, literacy play centers, and teachers who serve as models. Story reading involves concepts of author, point of view, purpose, and text from the reader's perspective. Exceptional development discusses various language disorders like aphasia, dyslexia, and dysnogsia.
Chapter 16 facilitating speech, language, and communication skillsblantoncd
This document discusses speech, language, and communication skills in children. It explains that language involves a system of signals to communicate ideas, while communication is the exchange of thoughts. Language acquisition varies between socioeconomic groups, with children of more highly educated mothers acquiring language faster. Quality adult interactions are important for supporting language development in natural environments. The document outlines typical language development milestones and provides strategies for enhancing language skills in children.
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.
The document discusses several key aspects of language acquisition in humans:
1) Humans are biologically designed for language with modifications that allow for speech like a low larynx.
2) Brain development from birth to age 7 supports language learning with connectivity changes and metabolic activity peaks.
3) Language acquisition starts with sounds and moves to words and simple sentences followed by a grammar explosion between ages 2-4.
4) Factors like context, parental interaction styles and the brain's ability to bootstrap rules guide this rapid acquisition process.
First language acquisition (interactionism)Valeria Roldán
This document discusses interactionist and developmental perspectives on language acquisition. It argues that innatist theories focus too much on the end state of language and not enough on its developmental process. Interactionism holds that language acquisition stems from children's innate ability to learn from social experience and exposure to language from caretakers. Caretaker talk, which includes modifications like slower speech, helps make language comprehensible to children. Children learn language through enjoying repetitive events, focusing on what they understand, and using their primary interests to communicate and build confidence.
Ch 1 language theory and language developmentsahughes
The document provides an overview of language development theories and disorders in children. It discusses four children who may need language assessments: a 4th grader struggling with reading comprehension, a 6th grader who takes sarcasm literally, a 2-year-old using mainly nouns, and an 8th grader with weak writing skills. It also covers topics like the speech chain model, theories of language development, the domains and components of language, and five communication subdomains to guide clinical assessment and intervention for children's language disorders.
Between ages 2-6, children's vocabulary grows tremendously from 200 words to 10,000 words. During this period, children learn new words through fast mapping and contrasting new words with words they already know. Children also make guesses about word meanings and have biases like thinking a new word can only refer to one object. Adults can support language development by recasting what children say, expanding on their language, listening attentively, and encouraging further discussion. By ages 3-4, children have largely mastered basic grammar rules like subject-verb-object order, plural forms, and some verb tenses and prepositions, though questions and agreement can still be variable. Complex grammar is still developing through middle childhood.
Chapter 1 how languages are learned - pasty m. lightbown and nina spadaTshen Tashi
This document discusses theories of first language acquisition in children. It covers 3 main perspectives: behaviorist, innatist, and interactionist. The behaviorist view is that children learn language through imitation and reinforcement. The innatist perspective is that humans are biologically programmed for language. The interactionist view is that language develops through social interaction and is dependent on cognitive development. Child-directed speech and feedback from caregivers play an important role in most children acquiring language normally.
First and Second Language Aquisition TheoriesSheila Rad
LanguLanguage Acquisition Theories
Definition of Language Acquisition
Physical Structure for Speech Development
5 basic stages of Language
Developmental Sequences
How to Enrich Child's speech
Theoretical Approaches to L1 Acquisition
Theoretical Approaches to L2 Acquisition
This document outlines the key stages of language development from infancy through childhood in three parts:
1) Infancy, where babies progress from babbling to first words between 10-15 months, and two-word utterances emerge between 18-24 months. Gestures also play an important role in early communication.
2) Early childhood sees rapid vocabulary growth and syntax development, with children able to understand and use morphological rules by age two. Between ages 2-3, speech becomes more complex.
3) Middle and late childhood bring continued advances in vocabulary, grammar, reading, writing, and metalinguistic awareness - the ability to think and talk about language itself. By age 11, vocabulary reaches around 40
Chapter 1 Language Learning in Early ChildhoodVin Simon
This chapter discusses language learning in early childhood. It covers topics such as first language acquisition milestones in the first three years including negation and question formation. It also discusses language development in pre-school and school-aged children. The chapter examines theoretical perspectives on first language acquisition such as behaviorist, innatist and interactionist views. It further discusses language disorders and delays in children as well as childhood bilingualism.
Here is a 193-word response to the question:
In my view, the interactionist theory of L1 acquisition makes the most sense. As an observer of young children learning language, I've seen evidence that supports aspects of all three theories. Children do learn vocabulary and sounds through imitation and reinforcement, as behaviorists suggest. But they also display an innate ability to recognize patterns and apply grammatical rules creatively, supporting nativist ideas.
Most convincingly, though, children learn most effectively through social interaction with caregivers. They learn new words by interacting with objects in context. And they make rapid progress in combining words once they start two-way conversations. This supports the interactionist view that language develops through the interplay
Language development in early childhood period shivasingh144
Language development is a critical part of child development from ages 2-6 as it allows children to communicate, express themselves, and develop relationships. Children begin developing language from birth through cries and later learn words and sentences. Healthy language development has many benefits and is important for children's cognitive development and ability to socially interact. Parents can support language development through reading, telling stories, singing songs, and engaging in conversations with their children.
The document discusses theories of first language acquisition, including:
1) Behaviorist theory which views language as learned through imitation, reinforcement, and habit formation. However, this does not explain creativity or competence in language.
2) Cognitive/innatist approach proposed by Chomsky which argues humans have an innate Language Acquisition Device that enables learning any language.
3) Stages of first language development from birth to age 6 including crying, babbling, one-word sentences, and developing grammar and vocabulary.
4) Chomsky's idea of a critical period for language acquisition, where deprivation of language input during early childhood makes full acquisition difficult or impossible.
- Language development is the process by which children learn to understand and use language from birth through early childhood. It involves two main components: receptive language (comprehension) and expressive language (speech).
- Infants begin by distinguishing speech sounds and perceiving words through mechanisms like stress patterns. Around their first birthday, they start speaking their first words and combining words.
- Between 18-24 months, children experience a "naming explosion" where their vocabulary grows rapidly through fast mapping skills and cognitive development helps link words to meanings. They also start using basic grammatical constructions.
- The development of language involves both innate and learned abilities. Children learn through interacting with caregivers, imitating speech, and picking up
The document discusses various topics related to intelligence including definitions of intelligence, intelligence quotient (IQ) tests, factors that influence intelligence development, IQ classification, and characteristics of mentally retarded and gifted children. Some key points include:
- Intelligence is the ability to learn, understand complex issues, solve problems, and think rationally. IQ tests measure intelligence relative to others of the same age.
- Factors like heredity, environment, health, socioeconomic status can influence intelligence development.
- IQ ranges include below average (80-95), average (100), and above average (110-120). Mentally retarded children have IQs of 50-70.
- Characteristics of mentally retarded
The document discusses several theories of language acquisition:
1. Imitation theory claims that children learn language by imitating the speech they hear from others.
2. Reinforcement theory asserts that children learn language through positive and negative reinforcement from adults when they use language correctly or incorrectly.
3. The active construction theory claims that children analyze the language input around them to form hypotheses about grammatical rules and construct their own grammar.
Language attrition can be defined as the reduction, weakening or loss of a first, second, third, or more language in an individual or community. Research focuses on attrition in individuals, though definitions also include attrition within communities leading to language death. There are interesting parallels between individual and community language attrition from various perspectives. This entry focuses on attrition in individuals.
Psycholinguistics and foreign language teaching.Tony Viethao
PG20- topics presented by group 4 with contents:
1, Definitions of linguistics2, Key concepts of psycholinguistics3, First language acquisition (FLA)4, Second language learning ( SLL)5, The similarities & differences between FLA & SLL
Children begin learning language from birth through listening to word patterns in their first year. Their linguistic environment determines their mother tongue. As children develop, they progress through stages of linguistic development from one word utterances to two word phrases to developing grammar and eventually full competence in late childhood. Even children's errors and creative constructions reveal their innate sensitivity to the grammatical structures of the language they are acquiring.
LESSON 1-First and SEcond language acquisition.pptxPascualJaniceC
The document discusses first and second language acquisition, outlining the stages of acquiring a first language from babbling to telegraphic speech, and comparing this process to learning a second language as an adult, which faces barriers like insufficient focus, incentive, and the passing of the critical period for acquisition. It also examines factors that affect second language learning like age, affect, and the emphasis on different teaching methods from grammar translation to communicative approaches.
This document discusses first language acquisition and second language acquisition. It provides definitions and discusses the stages of first language acquisition including cooing, babbling, one-word stage, two-word stage and telegraphic speech. It also discusses the acquisition process involving learning through imitation, correction, developing morphology, syntax and semantics. The document then discusses second language acquisition, the difference between acquisition and learning, and factors that can create barriers to second language acquisition such as age and affective factors. It concludes by discussing different language teaching methods such as grammar translation, audiolingualism, and communicative approaches.
FIRST LANGUAGE ACQUISITION AND SECOND LANGUAGE ACQUISITIONzana mohd
The document discusses first and second language acquisition. It defines first language acquisition as the process of learning one's native language from birth. Key stages include cooing, babbling, one-word, two-word, and telegraphic speech. Caregiver speech assists infants through techniques like exaggerated intonation. Second language acquisition refers to learning additional languages and can be more difficult for adults due to critical period effects. Motivation, input/output, and teaching methods like task-based learning impact the process.
The document discusses language acquisition and processing in children. It notes that children have an innate ability to learn language like other skills, and can learn complex language systems quickly by age 5 without being consciously taught. Children progress through stages from babbling to one word to multi-word sentences as their vocabulary and grammar develop. Theories suggest both nature and nurture influence language acquisition, as children learn regular patterns in language from their environment to develop language skills.
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.
Language Development in Early childhood by Emma Jefferies and Jeb StevensEmmaJ13
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(3) In the fetal period, rapid growth and development of organs occurs. The fetus can sense motion, sound, and light. Maternal stress, nutrition,
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Morphology is the study of the internal structure of words. It examines how words are formed through the combination of morphemes, which are the smallest units of meaning. There are two types of morphemes: free morphemes that can stand alone as words, and bound morphemes that must be attached to other morphemes. Words can be made up of multiple morphemes arranged in a hierarchical structure. Languages have morphological rules for word formation using prefixes, suffixes, and compounding. While morphological rules are productive, there are also exceptions in the form of irregular words.
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- While animals can communicate, human language is discrete, rule-governed, and allows for creativity in combining elements - distinguishing it from animal systems like birdsongs.
- The Sapir-Whorf hypothesis, that language determines thought, is too strong; though aspects of cognition can be influenced by a language, humans are not determined by their language.
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My slides at Nordic Testing Days 6.6.2024
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2. Prelinguistic Communication
• Unique human capacity
• > 2.5m sound system: cooing babbling
jargoning recognizable words
• > 7m infants become familiar with sound patterns of
languages & adept at interacting with people & objects
around
• Primary intersubjectivity: 3m infants’ ability to match
one’s behavior to that of another person and to share
experiences in direct face-to-face interaction
• Secondary intersubjectivity: 9-12m, ability to share
mental states with another person & to understand
what they are intending to do, i.e., social referencing
(joint attention: sharing knowledge about events &
objects; pointing); precursor to language acquisition
3. Pointing and Communication
• Pointing: a communicative
act intended to create a
joint focus of attention
• 12m infants wait & see how
caregivers react to their
pointing
• 18m infants wait till
caretakers come back into
room & know pointing has
purpose to communicate
with others
• 2y children understand
repertoire of words & word
ordering
• 3y start conversation
4. Puzzle of Language Development
• Problem of Reference: how do children
discover what words mean? How do
we learn to pick out its intended
referent---object or relation to which it
refers?
• Infants have to figure out ongoing flow
of experience to indicate actual event,
object, feeling
• Look, there sits a ptitsa (bird, Russian).
• An adult can point to the animal in the
picture or to many parts of the animal
and apply the same kind of declaratory
statement: that’s a ____. How do
children know what is being referred to?
(George Miller, 1991)
5. Problem of Grammar• Comprehensible sentence must be governed by
grammar, rules for sequencing words in a sentence &
ordering of parts of words for a particular lg
• 7m infants: sensitive to word orderings in simple S &
extract word patterns
• Learn grammatical rules from errors: “My doggy runned
away” “Mommy, Johnny camed late”
• Children confuse grammatical forms
• Problem of central coherence (recursion): embedding of
S within each other
• Recursion: provides language with great economy and
flexibility of expression
i.e., the boy who went to the beach saw some fish and
got a sunburn (3 propositions)
6. Four Subsystems of
Language
• Language is a system
• Central parts of languages:
sounds, words, methods of
combining words, communal
uses that language serves
• Each of parts is connected to
the others & social world
• Learning language takes time &
practice
7. I. Sounds
• 1y children begin to vocalize particular sounds &
sound sequences that make up words in language of
their community
• Takes several years for children to master
pronunciation of words
• Children’s native sound system develops unevenly
• Some sounds master late, i.e., /l/
lucky vs. Yucky (substitution)
• Children understand phonemes by minimal pairs
• Children’s attention to differences bet sounds is not
simply a mechanical skill but develops along with
growing understanding of meanings of words
10. II. Words
• Words are more than a set of
sounds that communicate
• Words are symbols: stand for
something beyond
themselves
• The earliest vocabularies:
13-14m 10 words (production)
+300 words (comprehension)
17-18m 50 words
• 2y 300 words
• Nouns referring to objects
make up large proportion of
early vocabularies of young
children & actions
accomplish with things
named (hat & sock > sweater
& diaper)
• Objects that can change or move to
capture children’s attention (cars &
animals) > large & immobile objects
(trees & houses) > adjectives & verbs
(2y verbs > nouns) > changes in states
& object locations & relational words
• NO: communicative function as
rejection, protest, denial; one of the
earliest & most frequently used words
in child’s early vocabulary
11. Overextension vs. Underextension
• Underextension: 1.5y
children use words in a
narrower way than
adults do
i.e., bottle only for
plastic bottle; cat only to
family’s cat
• Overextension: 2y a
single label refers to
circumstances that
adults use
i.e., daddy to all men in
a room & kitty to small
four-legged animals
• Overextension: a term for the error of
applying verbal labels too broadly
• Underextention: a term used for
applying verbal labels in a narrower
way than adults do
• Children learn words from contexts
12. Levels of Abstraction
• Children choose words that are at
appropriate level of abstraction with
time and experience
i.e., Mommy, look at Sally/that girl/
her/that person
• 2-4y label basic levels of generality
• 4-5y are close to adults with more
naming of flowers than adults
• Children’s limitation in categorizing
does not mean failing in
understanding differences bet objects
13. Changing Structure of
Children’s Vocabularies
• Structure of children’s word
meanings changes based on
developmental course of
children’s use of single words (i.e.,
dog)
• Initially children take ‘dog’ to
evoke a range of situations which
dog is only one element (dog
growls, barks, is petted, runs
away, fights); each connects in a
specific way as part of an action
(graph a)
• With experience, words begin to
acquire conceptual meanings; not
depending on any one context or
a real-world context (graph b)
14. Words as Mediators• Humans have a double world: objects &
situations can be perceived by senses;
indirectly manipulate things which cannot
be perceived
• 11-12m infants discover sound sequences
can recruit adults’ attention & help; making
sounds to anticipate/guide/stimulate own &
others’ actions & feelings
• Language acts as mediator; children make
something happen without doing the thing
themselves
• As children start understand words,
children can be influenced by others
directly (nonverbal actions) & indirectly
(words & culturally organized knowledge
that words embody)
• Beautiful intellectual power of human
15. III. Sentences
• Is single word a sentence? (1)
holophrases: children utter
single words to represent
sentences to communicate; (2)
single words + gestures +
facial expressions = whole
sentences
‘shoe’ = ‘you want daddy to tie
your shoelace’
• It’s difficult to say how much of
child’s meaning & how much
of adult’s interpretation
• Two-word combinations mark
birth of grammar, i.e., No eat!
16. Increasing Complexity
• Children increase complexity,
variety of words & grammatical
devices
2y: you can’t pick up a big kitty
coz a big kitty might bite!
• More complex utterances
communicate more explicitly
• MLU (mean length of
utterance): average number of
morphemes per utterance
• MLU accesses linguistic
complexity by counting
morphemes but not words
• MLU provides index of
children’s potential for making
meaning in particular utterance
Ex1: That big bad boy plays ball.
(six words & seven morphemes)
Ex2: Boys aren’t playing. (three
words & six morphemes)
18. Figurative Speech
• Metaphors = figurative speech
2.5y banana: telephone
• Creative process of language; essential tool of
human thought
• Children have to recognize similarity bet two
things & express it in a new way
• 2-6y children use metaphors without
understanding figurative meaning of adult speech
耳邊風 碰釘子
• Develop through childhood into adulthood
19. IV. The Use of Language• Master language = grammatical rules + word
meanings + pragmatic uses
• Pragmatics: ability to select words & orderings
in contexts
• Conversational acts: actions that achieve goals
through lg
• Protoimperatives: engage another person to
achieve desired object, i.e., a child holds up a
cup & say ‘more’
• Protodeclaratives: initiate & maintain dialogues
with adults, i.e., pointing & giving (toys)
• Word sequence accomplish alternative goals (Is
the door shut? = please shut the door; you have
forgotten to shut the door again)
• 2y can understand alternative goals
20. Conversational Conventions
• 3-4y children can solicit information (what happened?),
action (put the toy down), assert facts & rules (we have a
boat), utter warnings (watch out)
• Four basic rules in conversation: cooperative principle
(1)the maxim of quantity
(2)the maxim of quality
(3)the maxim of relevance
(4)the maxim of clarity
• Irony violates rules
• Children acquire social knowledge that regulate what is to
be said & how to say it
21. Explanations of Language
Acquisition
• Biological-maturation perspective: nativist approach
•Nativism: language acquisition is attributed largely to
nature
•Children mature language-using capacity naturally with
minimum input from E & special training
•Environmental-learning approach: attributes language to
nurture (language environment & teaching activities)
•En-learning does not come from imitation
•Imitation cannot explain two basic puzzles (how children
learn referents of words & how they master grammar) &
En-learning still contains nature (connectionism)
•Nativism agrees that E contributes to lg acquisition
22. The Nativist Explanation
• Noam Chomsky: children acquire lg quickly effortlessly
with no instruction & learning mechanisms
• Lg is innate & develops through universal process of
maturation
• Lg learning is like maturation of child’s body in a
predetermined way with appropriate nutrition & E
stimulation
• Lg = mental organ, special psychological mechanism
(children acquire verbal & nonverbal beh by causal
observation & imitation of adults & children)
• Lg = distinct piece of biological makeup of our brains;
distinct from general abilities processing info or intelligent
beh
23. The Nature of Language
• Surface structure: actual Ss people produced
• Deep structure: basic set of rules of lg derives Ss
• LAD (language acquisition devise): innate lg-processing
capacity that is programmed to recognize universal rules
that underlie lgs that a child hear
• LAD = lg genetic code; with maturation & interaction with
E, LAD enables children increasing complex lg forms to
form adult capacity
Child: Nobody don’t like me
Mother: No, say “nobody likes me”
Child: Nobody don’t like me
Mother: No, now listen carefully; say “nobody likes me”
Child: No! Nobody don’t likes me
24. The Interactionist Explanation
• Lg acquisition = social process
• Social E incorporates children as
members of existing lg-using group
• Formats: earliest social structures for
lg development; recurrent socially
patterned activities in which adult &
child do things together
i.e., routines surrounding bathing,
bedtime, meals, peekaboo
providing structures for
communication bet babies &
caregivers
• Formats: crucial vehicles in passage
from communication to lg
Emphasizing cognition
Emphasizing cultural
context & social
interaction
Lg is not simply
triggered by children’s
exposure to it
25. Emphasizing Cognition
• Large word vocabularies =>
complex grammar
• Positive correlation bet
grammatical complexity &
number of words
• Grammar emerges from using
many words to convey
complex messages
• > 400 words grammatical
complexity accelerates
• >18m children changes word
usage (reason hidden objects/
vary actions to reach goals/
social words)
26. Emphasizing Cultural Context &
Social Interaction
• Children constitute language acquisition support
system (LASS) from formatted events in
acquisition
• LASS: parental behaviors and formatted events
for children to acquire language; E complement to
innate biological LAD
• Language acquisition emerges from different
contributing factors, e.g., general cognitive
capacities & culturally organized E
28. Biological Prerequisites for
Language
• Is language uniquely human?
• Humans: powerful language; other
species: communication systems
• Genetic basis for process of
language development
• Chimpanzees can learn to
comprehend spoken words &
phrases; or signs referring to things;
but never produce language
• Kanzi: using lexical keyboard to
communicate; telegraphic
utterances to combine symbols
29. Language & Brain Damage
• Human brain supports lg development
• LH: lg dominance
• 19th century: aphasia (speech disorders);
genetically programmed brain areas for
lg (nativism)
• Brain plasticity: infants’ brains
(predisposed)
Broca’s area: Left frontal lobe
(named after 1861 French
physician Paul Broca)
Wernicke’s area: Left frontal
lobe (named after 1861 French
physician Wernicke)
30. Language & Cognitive Development
• Chromosome deficit: Down syndrome
• Restricted vocabularies + simple talk
• Failure in understanding complex linguistic
constructions
• Normal cognitive functioning for lg development
• Williams syndrome
31. The Environment of
Language Development
• Lg-support system in
acquisition (e.g., Genie)
• Active participation in
human activity to learn lg
(deaf children delay learning
in hearing E)
• Deaf children are forced to
learn lip-reading but not
signs (home-sign system
invention)
• Home sign starts as pointing
• Hearing children one-word
stage = home-sign children
sign one words
• Hearing children multiword
sentence = home-sign
children sign >3 signs
32. Nicaraguan Sign Language
• Children generate signed utterances of greater
complexity than gestures
• <1970s deaf Nicaraguans were socially isolated &
marginalized
• 1977 25 deaf children in school to 100
• 1979 >400 adolescents in a vocational school
• Little success in lipreading or fingerspelling
• Children started using invented home signs &
complexity increase
• Pidgin creation: combination of simple phrases; no
formal grammar; proto-language
• Later conventionalized & stylized lg generates with
spatial arrangements to make grammatical distinctions
33. Interaction & Fast Mapping
• Children quickly acquire words in community
without efforts
• Color-naming test: chromium color from olives
• 1-week or 6-week after children have influence of
this test
• Children learn lg ≠ from adults’ explicit reward ≠
from imitation
• Fast mapping: children quickly form idea of
meaning of unfamiliar words in familiar & highly
structured social interaction
34. Cognitive Principles for
Fast Mapping
• (1) whole-object principle: children connect whole
objects with new words
• (2) mutual-exclusivity principle: children learn one
name for one object & exclude known objects &
application for new objects
• (3) categorizing principle: extend to similar objects
e.g., categorization test of three picky puppets on
animals (“name”, examples, “grouping” only);
only “name” works
35. Social Context Contribution• Social contexts solve puzzle of word
reference
• Well-timed interaction & joint attention
support word-learning for children
• Attention A + object B was slower than
attention A + object A in new word
learning
• Social conditions enable rapid
acquisition of vocabularies
• Explicit rewards for learning lg are
unnecessary
• Reinforcement = children’s increased
success at communicating & enhanced
participation with others in valued
activities
36. Deliberate Instruction
• No firm conclusions about parental feedback work
• No effect on children’s lg development by
expanding & correcting incorrect sentences
• Kaluli (New Guinea) children are taught lg as they
are taught other culturally valued forms (“elema”
repeat words that their mother say); Samoans;
working class mothers in Baltimore, Maryland
• Motherese: speech directed to young children with
high-pitched voice, boundary-emphasis bet clauses;
simplified vocabulary
37. Language Exposure
Influences Development
• Grading lg (isolated constituents) helps model
correct grammatical structure, e.g., “put the red
truck in the box now…the red truck…no, the red
truck…in the box”
• Adults’ reformulations of children’s utterances, e.g.,
“Mommy wash”, ”Yes, Mommy is washing her
face”, “Daddy sleep”, “Yes, Daddy is sleeping.
Don’t wake him up”