Language acquisition
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Language acquisition is the process by which humans acquire the ability to understand and produce language. There are several theories that attempt to explain how this occurs, including behavioral, nativist/syntactic, semantic-cognitive, social interactionist, information processing, and emergentist models. Language involves formulating, transmitting, receiving, and comprehending messages between individuals using a system of symbols governed by elements like phonology, morphology, syntax, semantics, and pragmatics.
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Language acquisition
This document discusses language acquisition and learning. It defines language acquisition as the natural process of assimilating a language through interactions and immersion, without conscious learning. Children acquire their first language by interacting with adults and each other. Adults can acquire a second language, but may retain a foreign accent. Language learning refers to a more formal, classroom-based approach. Theories discussed include how humans developed language abilities over time and children acquire language in stages through social interactions, as explained by theorists like Vygotsky.
Second Language Acquisition
This document discusses several key topics in second language acquisition:
- Children acquire their first language effortlessly while learning a second language as an adult is more difficult due to factors like less constant interaction and influence from the first language.
- There is debate around the existence of a "critical period" for acquiring native-like proficiency in a second language. Affective factors like embarrassment can also influence second language learning.
- Krashen's theory of second language acquisition includes the concepts of acquisition vs learning, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter hypothesis.
Communicative Language Teaching
This document discusses Communicative Language Teaching (CLT) and Communicative Language Learning (CLL). It provides a brief history of the development of CLT from a focus on grammatical competence to communicative competence. The key principles of CLT/CLL are that it emphasizes communication and meaning over accuracy, prioritizes fluency, uses authentic materials, and encourages student interaction through activities like role plays, surveys and information gap exercises. The teacher acts as a facilitator rather than knowledge provider. Students construct meaning through interaction and practice language through trial and error.
Chapter 1 how languages are learned - pasty m. lightbown and nina spada
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.
What is bilingualism
Can bilingualism cause problems for children? Which language should parents speak? Should parents avoid mixing languages? This slideshare accompanies a RALLI film by Dr Vicky Murphy providing some basic information about bilingualism based on the research evidence. http://youtu.be/p9iWG0M5z40
For an index of the RALLI films and slides see: http://ralliindex.blogspot.co.uk
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.
Critical period hypothesis (2)
The document discusses Eric Lenneberg's critical period hypothesis for first language acquisition. Some key points:
- Lenneberg hypothesized that there is a biologically determined critical period, usually ending around puberty, during which language can be acquired more easily through natural exposure/interaction. After this period, full language mastery is difficult.
- Studies on individuals who experienced language deprivation, such as Genie and Isabelle, as well as immigrant language studies, provide supportive evidence that individuals exposed to a language post-puberty have more difficulty achieving native-like proficiency compared to early learners.
- The critical period hypothesis is supported by neurobiological evidence relating to brain lateralization and plasticity, which
Introduction to Psycholinguistics
Psycholinguistics is the study of the cognitive processes underlying language acquisition, production, and comprehension. It investigates how the human mind processes language and the relationship between language and the brain. Key areas of focus include language comprehension, production, and acquisition. Language comprehension involves deriving meaning from spoken or written language and is thought to occur mainly in Wernicke's area of the brain. Language production describes the stages between having a concept and translating it into linguistic form. Language acquisition refers to how humans develop the ability to use and understand language.
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Language acquisition
This document discusses language acquisition and learning. It defines language acquisition as the natural process of assimilating a language through interactions and immersion, without conscious learning. Children acquire their first language by interacting with adults and each other. Adults can acquire a second language, but may retain a foreign accent. Language learning refers to a more formal, classroom-based approach. Theories discussed include how humans developed language abilities over time and children acquire language in stages through social interactions, as explained by theorists like Vygotsky.
Second Language Acquisition
This document discusses several key topics in second language acquisition:
- Children acquire their first language effortlessly while learning a second language as an adult is more difficult due to factors like less constant interaction and influence from the first language.
- There is debate around the existence of a "critical period" for acquiring native-like proficiency in a second language. Affective factors like embarrassment can also influence second language learning.
- Krashen's theory of second language acquisition includes the concepts of acquisition vs learning, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter hypothesis.
Communicative Language Teaching
This document discusses Communicative Language Teaching (CLT) and Communicative Language Learning (CLL). It provides a brief history of the development of CLT from a focus on grammatical competence to communicative competence. The key principles of CLT/CLL are that it emphasizes communication and meaning over accuracy, prioritizes fluency, uses authentic materials, and encourages student interaction through activities like role plays, surveys and information gap exercises. The teacher acts as a facilitator rather than knowledge provider. Students construct meaning through interaction and practice language through trial and error.
Chapter 1 how languages are learned - pasty m. lightbown and nina spada
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.
What is bilingualism
Can bilingualism cause problems for children? Which language should parents speak? Should parents avoid mixing languages? This slideshare accompanies a RALLI film by Dr Vicky Murphy providing some basic information about bilingualism based on the research evidence. http://youtu.be/p9iWG0M5z40
For an index of the RALLI films and slides see: http://ralliindex.blogspot.co.uk
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.
Critical period hypothesis (2)
The document discusses Eric Lenneberg's critical period hypothesis for first language acquisition. Some key points:
- Lenneberg hypothesized that there is a biologically determined critical period, usually ending around puberty, during which language can be acquired more easily through natural exposure/interaction. After this period, full language mastery is difficult.
- Studies on individuals who experienced language deprivation, such as Genie and Isabelle, as well as immigrant language studies, provide supportive evidence that individuals exposed to a language post-puberty have more difficulty achieving native-like proficiency compared to early learners.
- The critical period hypothesis is supported by neurobiological evidence relating to brain lateralization and plasticity, which
Introduction to Psycholinguistics
Psycholinguistics is the study of the cognitive processes underlying language acquisition, production, and comprehension. It investigates how the human mind processes language and the relationship between language and the brain. Key areas of focus include language comprehension, production, and acquisition. Language comprehension involves deriving meaning from spoken or written language and is thought to occur mainly in Wernicke's area of the brain. Language production describes the stages between having a concept and translating it into linguistic form. Language acquisition refers to how humans develop the ability to use and understand language.
Teaching pronunciation
This document summarizes techniques for teaching pronunciation to English language learners. It discusses focusing on intelligibility over perfection, common pronunciation problems faced by learners, and reasons for using phonemic symbols. It also outlines different approaches for when to teach pronunciation such as through whole lessons or integrated phases. Examples are provided for working on sounds, stress, intonation, spelling sounds, and connected speech. The document aims to give teachers strategies and activities for helping students improve their pronunciation skills.
Second language acquisition
This document summarizes several theories of first and second language acquisition:
- Behaviorist theory proposed by Skinner viewed language as learned through reinforcement of behaviors. Piaget's cognitive theory saw language emerging from cognitive development and representation of knowledge. Vygotsky's socio-cultural theory emphasized the role of social interaction and the zone of proximal development.
- Theories of second language acquisition draw from first language acquisition research. Krashen's theory included five hypotheses, particularly the importance of a low affective filter. Lenneberg proposed a critical period for language acquisition. Chomsky viewed an innate universal grammar.
- Differences between first and second language acquisition include second language learners having prior language knowledge and more conscious learning,
Bilingualism.ppt
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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.
How children learn language
1. The document discusses the development of children's speech production and comprehension from babbling to first words to telegraphic speech to rule formation. It explains that speech comprehension precedes production and the relationship between thought, comprehension, and production.
2. It describes characteristics of parentese/baby talk that aid language learning like exaggerated intonation and simplified grammar and vocabulary. Imitation, rule learning, and correction play roles in acquisition.
3. Memory and logic also facilitate language learning as children form word-object associations through memory and use inductive and deductive reasoning. Abstract words are learned later through experience and metaphor.
Psycholinguistics
This document discusses psycholinguistics, which is the study of how humans acquire, comprehend, and produce language. It covers key areas of study like phonetics, morphology, syntax, semantics, and pragmatics. The document also examines theories of language comprehension, production, and acquisition. Some theories discussed are behaviorism, which views language as a process of habit formation through trial and error. The innate/nativist theory proposes humans have an innate, universal grammar. The cognitive theory, developed by Jean Piaget, outlines stages of language development from birth to adulthood.
PSYCHOLOGY AND LANGUAGE LEARNING
La Psicologia y aprendizaje de las Lenguas es un vocabulario, fonología, gramática, y otros aspectos de la estructura lingüística.
Al hacer uso de la palabra (o no), ¿qué decir a quién y cómo decirlo adecuadamente en cualquier situación dada.
El conocimiento social y cultural que permite a los oradores a usar e interpretar las formas lingüísticas.
theories of language acquisition
The document discusses several theories of language acquisition, including:
- Behaviorist theory, which assumes that language is learned through imitation and conditioning. Children imitate sounds and are reinforced through rewards like attention.
- Cognitive theory, influenced by Piaget, which sees language acquisition as dependent on children's developing thought processes and abilities at different stages.
- Nativist theory, proposed by Chomsky, which argues that humans are born with an innate, biologically-determined language acquisition device that allows them to unconsciously learn the rules of their native language quickly based on limited exposure.
First and Second Language Aquisition Theories
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
Theories of language acquisition
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 teaching methodology
1. The document discusses various approaches, methods, and techniques for language teaching. An approach refers to assumptions about language learning, a method is the practical application of an approach through procedures and techniques, and a technique is what occurs in the classroom.
2. Key theories of language discussed are the structural, functional, and interactional views. Methods explained include grammar translation, direct method, reading approach, audiolingual method, community language learning, and total physical response. Later developments presented are communicative language teaching and the presentation-practice-production model.
3. Communicative language teaching emphasizes using language communicatively and developing students' communicative competence through activities that involve information sharing, problem solving and role plays.
Acculturation model
The Acculturation Model is a second language acquisition model proposed by John Schumann in 1978. It is based on the social psychology of acculturation and maintains that social and psychological variables like social dominance, integration patterns, enclosure, cohesiveness, cultural congruence, attitude, and intended length of residence influence how much of the target language learners acquire. The model argues that learners will acquire the target language to the degree that they acculturate or integrate with the target language group socially and psychologically.
Ppt of-interlanguage-chapter-3
The document discusses theories of second language acquisition including behaviorist learning theory, mentalist theory, and the concept of "interlanguage". It defines interlanguage as the unique linguistic system that learners construct that draws on their first language but is different from both it and the target language. The document also presents a computational model of second language acquisition where input is processed into intake and stored as L2 knowledge before being produced as output.
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.
First Language acquisition - second class
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 And Brain Development
This presentation is all about man's language and brain development. I created this file as one of my visual aids in our course, Foundation of Language Education.
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.
Hlal4 ch3 summary
Chapter 3 of How Languages Are Learned discusses individual differences that can impact second language acquisition. It explores factors like motivation, personality, learning styles, and age of exposure that may influence success. While younger learners often achieve higher proficiency, especially in naturalistic contexts, other individual traits are also important. The relationship between age and language learning is complex, depending on the learning environment and goals. No single characteristic determines outcomes - a variety of internal and external factors interact in the language acquisition process.
The Age Factor in Second Language Acquisition
This document discusses factors that influence language learning, with a focus on age as a factor in second language acquisition. It outlines the critical period hypothesis which suggests there is an optimal time period for acquiring language. While research has found both supporting and contradictory evidence, most agree learners who begin acquiring a second language before puberty can develop near-native competence, while those starting post-puberty are less likely to reach that level. The document also discusses theories around brain plasticity, benefits of early learning, and debates around whether there are ceilings on second language attainment.
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This document summarizes techniques for teaching pronunciation to English language learners. It discusses focusing on intelligibility over perfection, common pronunciation problems faced by learners, and reasons for using phonemic symbols. It also outlines different approaches for when to teach pronunciation such as through whole lessons or integrated phases. Examples are provided for working on sounds, stress, intonation, spelling sounds, and connected speech. The document aims to give teachers strategies and activities for helping students improve their pronunciation skills.
Second language acquisition
This document summarizes several theories of first and second language acquisition:
- Behaviorist theory proposed by Skinner viewed language as learned through reinforcement of behaviors. Piaget's cognitive theory saw language emerging from cognitive development and representation of knowledge. Vygotsky's socio-cultural theory emphasized the role of social interaction and the zone of proximal development.
- Theories of second language acquisition draw from first language acquisition research. Krashen's theory included five hypotheses, particularly the importance of a low affective filter. Lenneberg proposed a critical period for language acquisition. Chomsky viewed an innate universal grammar.
- Differences between first and second language acquisition include second language learners having prior language knowledge and more conscious learning,
Bilingualism.ppt
The document discusses various topics related to bilingualism, including definitions of different types of bilingualism (e.g. coordinate vs. compound), approaches to studying bilingualism, and theories of how children acquire two languages. It addresses debates around whether bilingual children initially have one unified language system or separate systems for each language. While early mixing of languages may occur, most research supports that bilingual children differentiate their languages from a young age according to each language's rules and social context, rather than mixing due to confusion from learning two languages.
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.
How children learn language
1. The document discusses the development of children's speech production and comprehension from babbling to first words to telegraphic speech to rule formation. It explains that speech comprehension precedes production and the relationship between thought, comprehension, and production.
2. It describes characteristics of parentese/baby talk that aid language learning like exaggerated intonation and simplified grammar and vocabulary. Imitation, rule learning, and correction play roles in acquisition.
3. Memory and logic also facilitate language learning as children form word-object associations through memory and use inductive and deductive reasoning. Abstract words are learned later through experience and metaphor.
Psycholinguistics
This document discusses psycholinguistics, which is the study of how humans acquire, comprehend, and produce language. It covers key areas of study like phonetics, morphology, syntax, semantics, and pragmatics. The document also examines theories of language comprehension, production, and acquisition. Some theories discussed are behaviorism, which views language as a process of habit formation through trial and error. The innate/nativist theory proposes humans have an innate, universal grammar. The cognitive theory, developed by Jean Piaget, outlines stages of language development from birth to adulthood.
PSYCHOLOGY AND LANGUAGE LEARNING
La Psicologia y aprendizaje de las Lenguas es un vocabulario, fonología, gramática, y otros aspectos de la estructura lingüística.
Al hacer uso de la palabra (o no), ¿qué decir a quién y cómo decirlo adecuadamente en cualquier situación dada.
El conocimiento social y cultural que permite a los oradores a usar e interpretar las formas lingüísticas.
theories of language acquisition
The document discusses several theories of language acquisition, including:
- Behaviorist theory, which assumes that language is learned through imitation and conditioning. Children imitate sounds and are reinforced through rewards like attention.
- Cognitive theory, influenced by Piaget, which sees language acquisition as dependent on children's developing thought processes and abilities at different stages.
- Nativist theory, proposed by Chomsky, which argues that humans are born with an innate, biologically-determined language acquisition device that allows them to unconsciously learn the rules of their native language quickly based on limited exposure.
First and Second Language Aquisition Theories
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
Theories of language acquisition
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 teaching methodology
1. The document discusses various approaches, methods, and techniques for language teaching. An approach refers to assumptions about language learning, a method is the practical application of an approach through procedures and techniques, and a technique is what occurs in the classroom.
2. Key theories of language discussed are the structural, functional, and interactional views. Methods explained include grammar translation, direct method, reading approach, audiolingual method, community language learning, and total physical response. Later developments presented are communicative language teaching and the presentation-practice-production model.
3. Communicative language teaching emphasizes using language communicatively and developing students' communicative competence through activities that involve information sharing, problem solving and role plays.
Acculturation model
The Acculturation Model is a second language acquisition model proposed by John Schumann in 1978. It is based on the social psychology of acculturation and maintains that social and psychological variables like social dominance, integration patterns, enclosure, cohesiveness, cultural congruence, attitude, and intended length of residence influence how much of the target language learners acquire. The model argues that learners will acquire the target language to the degree that they acculturate or integrate with the target language group socially and psychologically.
Ppt of-interlanguage-chapter-3
The document discusses theories of second language acquisition including behaviorist learning theory, mentalist theory, and the concept of "interlanguage". It defines interlanguage as the unique linguistic system that learners construct that draws on their first language but is different from both it and the target language. The document also presents a computational model of second language acquisition where input is processed into intake and stored as L2 knowledge before being produced as output.
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.
First Language acquisition - second class
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 And Brain Development
This presentation is all about man's language and brain development. I created this file as one of my visual aids in our course, Foundation of Language Education.
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.
Hlal4 ch3 summary
Chapter 3 of How Languages Are Learned discusses individual differences that can impact second language acquisition. It explores factors like motivation, personality, learning styles, and age of exposure that may influence success. While younger learners often achieve higher proficiency, especially in naturalistic contexts, other individual traits are also important. The relationship between age and language learning is complex, depending on the learning environment and goals. No single characteristic determines outcomes - a variety of internal and external factors interact in the language acquisition process.
The Age Factor in Second Language Acquisition
This document discusses factors that influence language learning, with a focus on age as a factor in second language acquisition. It outlines the critical period hypothesis which suggests there is an optimal time period for acquiring language. While research has found both supporting and contradictory evidence, most agree learners who begin acquiring a second language before puberty can develop near-native competence, while those starting post-puberty are less likely to reach that level. The document also discusses theories around brain plasticity, benefits of early learning, and debates around whether there are ceilings on second language attainment.
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Language acquisition
Language acquisition is the process by which humans acquire the ability to understand and produce language. There are several theories that attempt to explain how this occurs, including behavioral, nativist/syntactic, semantic-cognitive, social interactionist, information processing, and emergentist models. Language involves formulating, transmitting, receiving, and comprehending messages between individuals using a system of symbols governed by elements like phonology, morphology, syntax, semantics, and pragmatics.
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Understanding language
The document discusses the key components of language:
- Semantics refers to the system of meanings expressed by words and phrases. Learning new words is difficult for children.
- Phonology is the system of speech sounds in a language. Children learn the phonemes of their native language.
- Morphology studies the smallest units of meaning, like morphemes and affixes, which are critical to vocabulary development.
- Syntax involves combining words and morphemes into sentences according to grammatical rules.
- Pragmatics governs social uses of language based on context, turn-taking, and shared understanding between speakers.
Trends_in_linguistics.pptx
The document discusses various topics related to second language acquisition including definitions of language, applied linguistics, trends in SLA, and language teaching methodology. It specifically describes the Grammar-Translation method, noting its key characteristics are teaching grammar rules through mother tongue explanation and translation exercises with little active use of the target language. Critics argue this method does not enhance communicative ability and is not advocated due to its reliance on memorization without theory.
Cognitive psychology language and communication
The document provides an overview of language and communication. It discusses that language is a system that allows humans to express thoughts and ideas using sounds, symbols or signs. It also notes that language has structure and rules, and is universal across cultures despite differences in specific languages. The document then covers topics like how words and sentences are understood, the cognitive processes involved, and theories of language acquisition and development. It also discusses the scientific study of psycholinguistics and different aspects of communication like verbal and nonverbal forms.
Acquisition and Learning
This document discusses theories of first and second language acquisition. It begins by distinguishing between acquisition, which is subconscious, and learning, which is conscious knowledge of rules. It then covers three theories of first language acquisition: behaviorism, nativism, and functionalism. Issues in first language acquisition discussed include competence vs performance, comprehension vs production, nature vs nurture, universals, and the role of input, imitation, practice, and discourse. The document concludes by outlining Krashen's five hypotheses of second language acquisition, including the acquisition-learning distinction and the role of comprehensible input.
Psychology of SLA.
The document provides an overview of psycholinguistics, which is an interdisciplinary field that brings together linguistics and psychology to understand how humans acquire, process, and use language. It discusses several topics within psycholinguistics including language acquisition, comprehension, production, the relationship between language and the brain, aphasia, individual differences that influence language learning, information processing approaches, theories of connectionism, complexity theory, processability theory, age differences in second language acquisition, the critical period hypothesis, the role of motivation and sex in language learning, and aptitude for language learning.
chomskystheories-of-language-acquisition1-1225480010904742-8-130125064334-php...
chomskystheories-of-language-acquisition1-1225480010904742-8-130125064334-php...HimanshuSharma914532
The document discusses several theories of language acquisition:
1) Behaviorism/Imitation theory proposes that language is learned through imitation, reinforcement, and conditioning. Critics argue children cannot perfectly imitate adult speech and show reasoning in irregular forms.
2) Nativism/Innateness theory argues humans are born with an innate language acquisition device that allows deducing grammar from input. However, the role of environment is difficult to ignore.
3) Cognitive theory views language within cognitive development, where linguistic structures emerge from conceptual abilities. However, precise correlations are difficult to show.
4) Input theory focuses on modified "motherese" input adapting to children's needs, but occasional correlations do not prove causationLanguage development
the content in this slide is adapted from Allama Iqbal Open University 's course "Human Development and Learning ", code-8610.
Language development
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
Overview-of-Introduction-to-Linguistics.pptx
Linguistics is the scientific study of language. The document provides definitions of language from various famous linguists and theorists such as Aristotle, Saussure, Sapir, Bloomfield, Chomsky, and others. It also outlines some major theories of language acquisition, including behaviorist, innatist, cognitivist, and interactionist theories. The theories differ in their views of whether language is learned through imitation and reinforcement, innate linguistic structures, cognitive development processes, or social interaction and communication.
Theories Of Language Acquisition[1]
The document discusses four main theories of language acquisition:
1) Imitation theory proposes that language is learned through imitation, repetition, and reinforcement of utterances.
2) Nativist or innateness theory argues that humans are born with an innate language acquisition device that allows them to learn language quickly based on innate linguistic principles and parameters.
3) Cognition theory views language acquisition through a cognitive-psychological lens, focusing on mental processes like reasoning.
4) Motherese or input theory emphasizes the role of maternal input and interactions in aiding language development.
Theories%20of%20 Language%20 Acquisition[1]
The document discusses four main theories of language acquisition:
1) Behaviorism/Imitation theory which views language as learned through imitation, reinforcement, and habit formation.
2) Nativist/Innateness theory which posits that humans are born with an innate language acquisition device that allows them to learn language.
3) Cognitive theory which sees language acquisition in the context of cognitive development and links language skills to stages of cognitive growth.
4) Input theory which focuses on the role of modified "motherese" language input from parents in aiding a child's language acquisition. Each theory is examined in terms of its arguments, proponents, evidence, and criticisms.
Theories Of Language Acquisition[1]
The document discusses four main theories of language acquisition:
1) Behaviorism/Imitation theory which views language as learned through imitation, reinforcement, and habit formation.
2) Nativist/Innateness theory which posits that humans are born with an innate language acquisition device that allows them to learn language easily.
3) Cognitive theory which sees language acquisition in the context of cognitive development and links language skills to stages of cognitive maturity.
4) Input theory which focuses on the role of modified "motherese" language input from parents in aiding a child's language acquisition. Each theory is described along with associated thinkers and criticisms.
Theories of language acquisition
The document discusses four main theories of language acquisition:
1) Imitation theory proposes that language is learned through imitation, repetition, and reinforcement of utterances.
2) Nativist or innateness theory argues that humans are born with an innate language acquisition device that allows them to learn language quickly based on innate linguistic principles and parameters.
3) Cognition theory views language acquisition through a cognitive-psychological lens, focusing on mental processes like reasoning.
4) Motherese or input theory emphasizes the role of maternal input in language acquisition.
The nature of language slideshare.net
The document discusses three key views of the nature of language: structural, communicative, and interactional. It also covers definitions of learning, theories of language learning including process-oriented and condition-oriented theories, and differences between approaches, methods, and techniques in language teaching. The structural view sees language as a system of related elements, while the communicative view sees it as a vehicle for expression of meaning. The interactional view regards language as a tool for social interaction.
Lang.com
This document discusses language and communication. It defines language as a complex system of symbols used for thought and communication. The key elements of language are identified as phonology, morphology, syntax, semantics, and pragmatics. Language acquisition is defined as the process by which humans develop the ability to use and understand language. Several models of language acquisition are described. Communication is defined as the process of exchanging information between individuals through a common system of symbols. The components of communication are identified as formulating, transmitting, receiving, and comprehending messages.
Classification of languages
The work of speech organs necessary for making speech sounds is called articulation. According to
The specific character of articulation, especially according to the presence or absence of the obstruction speech sounds are divided into vowels and consonants. The most substantial difference between vowels and consonants is that in the articulation of vowels the air passes freely through the mouth cavity, while in making consonants an obstruction is formed in the mouth cavity or in the pharynx and the flow of the air meets a narrowing or complete obstruction. Vowels have no fixed place of articulation, the whole of the speaking apparatus takes part in their formation, while the articulation of consonants can be localized, and an obstruction or a narrowing for each consonant is formed at a definite place of the speaking apparatus. In producing vowels all the organs of speech are tense, while in making consonants, the organs of speech are tense only in the place of obstruction. Voice prevails in vowels while in most consonants noise prevails over voice. Vowels are syllable forming sounds while consonants are not, as a rule.
Verbal Messages
The document discusses verbal messages and the communication process. It explains that encoding and decoding messages involves converting ideas into messages with the intent that receivers will understand them as intended. Communication models can examine how messages are transmitted between senders and receivers as well as how meaning is constructed. The nature of language involves patterns of phonology, syntax, semantics and pragmatics. Physiological and cognitive factors underlie language use and acquisition develops through social interaction and expressing meanings.
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Syllabus
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Chapter 2
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Language acquisition
- 1. LANGUAGE ACQUISITION What is Language acquisition? Language acquisition usually refers to first-language acquisition, which studies infants' acquisition of their native language. Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language, as well as to produce and use words and sentences to communicate.
- 2. THEORIES
- 3. BEHAVIORAL MODEL language acquisition places a great deal of emphasis on the role of the environment in language acquisition. The child is seen as a relatively passive recipient of external influences—from parents, siblings, and others.
- 4. NATIVIST/SYNTACTIC MODEL Addresses some of the unexplained phenomena associated with language acquisition. The nativist theory attempts to explain the universality of language as stemming from an inborn bias to learn language rules.
- 5. SEMANTIC-COGNITIVE MODEL This theory gives preeminence to the semantic aspect of language. The theory proposes that young children pay particular attention to the meanings of things.
- 6. SOCIAL INTERACTIONIST MODEL According to this theory, language development takes place as children learn to choose the linguistic form that will best express their communicative
- 7. INFORMATION PROCESSING MODEL According to this model, language structures emerge from the communicative functions that drive language acquisition.
- 8. EMERGENTIST MODEL According to this model, there is no need to have specific structures in the brain dedicated solely to language. Instead, language is acquired through the use of the same mechanisms by which all learning takes place.
- 9. COMMUNICATION According to the online Merriam-Webster dictionary (2010), communication is a process by which information is exchanged between individuals through a common system of symbols, signs, or behavior. As we can note from the definition, at least two individuals are involved during this communication process.
- 10. COMPONENTS FORMULATING - The ability to put thoughts and ideas into words or signs or symbols. TRANSMITTING - Involves organizing and coordinating speech muscles or limbs (signing) with thoughts and ideas. RECEIVING - Receiving information is our ability to use our sensory systems (e.g., hearing, vision, touch receptors) to transmit information to the brain. COMPREHENDING - Decoding and understanding the message that was sent.
- 11. LANGUAGE Language is the ability to acquire and use complex systems of communication, particularly the human ability to do so, and a language is any specific example of such a system.
- 12. ELEMENTS PHONOLOGY - The study of the sound system of language. MORPHOLOGY - The study of words and how they are formed. SYNTAX - The study of the rules that govern how words are put together to make phrases and sentences. SEMANTICS - The study of the meaning of words. The search for these rules has not been easy. PRAGMATICS - The use of language for communication, or, as Gleason (2009) put it, “the use of language to express one’s intentions and to get things done in the world”.