Language acquisition2
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The document discusses different theories of language acquisition, including the innate hypothesis which argues that humans are genetically predisposed to acquire and use language. It also describes the active construction of a grammar theory where children innately invent the rules of grammar by analyzing linguistic input. The document provides arguments that language acquisition is innate such as behaviors emerging before necessary, not being triggered by external events, and being unaffected by direct teaching.
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The innateness theory_and_theories_of_language_acquisition[1]
The document discusses theories of language acquisition, including the innateness theory and three other theories. The innateness theory proposes that language ability is innate in humans and emerges according to a critical period. The imitation theory suggests that children learn language through imitation. However, this theory cannot account for inaccuracies in children's speech or their ability to understand new sentences. The reinforcement theory proposes that children are reinforced for using correct forms, but corrections often focus on accuracy not grammar. The active construction theory posits that children invent their own grammar rules based on the speech they hear.
The innateness theory and theories of language acquisition
The document discusses theories of language acquisition, including the innateness theory and three other theories. The innateness theory proposes that language ability is innate in humans and emerges according to a critical period. The imitation theory suggests that children learn language through imitation. However, this theory cannot account for inaccuracies in children's speech or their ability to understand new sentences. The reinforcement theory claims children are reinforced for using correct forms, but corrections often focus on meaning, not grammar. The active construction theory posits that children invent their own grammar rules based on the speech they hear.
The innateness theory chomsky presentation
This document discusses Noam Chomsky's innateness theory of language acquisition. The key points are:
1) According to Chomsky, language is an innate faculty and humans are born with a "universal grammar" consisting of linguistic rules.
2) Chomsky believes that exposure to language is enough for children to acquire it, as they can learn from minimal data due to their innate linguistic knowledge.
3) The theory proposes that children have a "language acquisition device" that allows them to acquire language effortlessly and quickly despite limited teaching.
Theories of first language learning
The document discusses several theories of first language acquisition:
- Behaviorism views language learning as habit formation through reinforcement, but cannot explain how children learn despite variable input or produce novel utterances.
- Universal Grammar posits an innate language acquisition device that guides rule formation even with variability, but does not fully account for vocabulary or social aspects of language.
- Cognitive development theory links language learning to cognitive stages and categorization, explaining vocabulary but less so grammar.
- The functional theory emphasizes learning through social interaction, but cannot alone explain consistency across learners or initial rule-forming.
Overall, the document concludes that no single theory is sufficient and that aspects of each may contribute to explaining language acquisition.
Theoretical approaches to first language aquisition
The document discusses several theories of first language acquisition:
1) Behaviorist perspective views language as learned through imitation, practice, and reinforcement.
2) Innatist perspective argues that humans are biologically programmed for language acquisition through an innate universal grammar.
3) Interactionist/developmental perspectives emphasize the role of social interaction and cognitive development from Piaget and Vygotsky.
4) Connectionism views language acquisition as learning associations between linguistic units through exposure rather than requiring a language module.
The document also briefly discusses language disorders and delays in acquisition.
Glossary's Aránzazu and Yara
This document defines key terms related to childhood education and language learning. It provides brief explanations of 14 terms: acquisition vs learning, approach, digital literacy, drills, EFL, ESL, mother tongue, multiple intelligences, phonics, silent period, target language, TPR. For each term it conveys the essential meaning in 1-2 sentences. The document serves as a glossary to introduce foundational concepts.
MELT 104 - Construction Grammar
Construction grammar (CxG) is a non-derivational, mono-stratal grammatical model that views language as a repertoire of constructions that integrate form and meaning. Constructions pair syntactic, morphological, and prosodic patterns with lexical semantics, pragmatics, and discourse structure. CxG views the grammar as a network of construction families organized by inheritance and sees syntax and lexicon existing on a continuum rather than as distinct modules. There are different variants of CxG that emphasize formal, functional, semantic, or typological aspects.
Using construction grammar in conversational systems
This thesis explored using construction grammar and ontologies in conversational systems. The author built two early experimental systems using these techniques. Construction grammar represents language as constructions pairing form and meaning. Ontologies allow for more explicit semantics compared to databases. The author developed a stemmer called UEA-Lite and a system called KIA that incorporated construction grammar, ontologies, and machine learning to understand and respond to natural language.
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The innateness theory_and_theories_of_language_acquisition[1]
The document discusses theories of language acquisition, including the innateness theory and three other theories. The innateness theory proposes that language ability is innate in humans and emerges according to a critical period. The imitation theory suggests that children learn language through imitation. However, this theory cannot account for inaccuracies in children's speech or their ability to understand new sentences. The reinforcement theory proposes that children are reinforced for using correct forms, but corrections often focus on accuracy not grammar. The active construction theory posits that children invent their own grammar rules based on the speech they hear.
The innateness theory and theories of language acquisition
The document discusses theories of language acquisition, including the innateness theory and three other theories. The innateness theory proposes that language ability is innate in humans and emerges according to a critical period. The imitation theory suggests that children learn language through imitation. However, this theory cannot account for inaccuracies in children's speech or their ability to understand new sentences. The reinforcement theory claims children are reinforced for using correct forms, but corrections often focus on meaning, not grammar. The active construction theory posits that children invent their own grammar rules based on the speech they hear.
The innateness theory chomsky presentation
This document discusses Noam Chomsky's innateness theory of language acquisition. The key points are:
1) According to Chomsky, language is an innate faculty and humans are born with a "universal grammar" consisting of linguistic rules.
2) Chomsky believes that exposure to language is enough for children to acquire it, as they can learn from minimal data due to their innate linguistic knowledge.
3) The theory proposes that children have a "language acquisition device" that allows them to acquire language effortlessly and quickly despite limited teaching.
Theories of first language learning
The document discusses several theories of first language acquisition:
- Behaviorism views language learning as habit formation through reinforcement, but cannot explain how children learn despite variable input or produce novel utterances.
- Universal Grammar posits an innate language acquisition device that guides rule formation even with variability, but does not fully account for vocabulary or social aspects of language.
- Cognitive development theory links language learning to cognitive stages and categorization, explaining vocabulary but less so grammar.
- The functional theory emphasizes learning through social interaction, but cannot alone explain consistency across learners or initial rule-forming.
Overall, the document concludes that no single theory is sufficient and that aspects of each may contribute to explaining language acquisition.
Theoretical approaches to first language aquisition
The document discusses several theories of first language acquisition:
1) Behaviorist perspective views language as learned through imitation, practice, and reinforcement.
2) Innatist perspective argues that humans are biologically programmed for language acquisition through an innate universal grammar.
3) Interactionist/developmental perspectives emphasize the role of social interaction and cognitive development from Piaget and Vygotsky.
4) Connectionism views language acquisition as learning associations between linguistic units through exposure rather than requiring a language module.
The document also briefly discusses language disorders and delays in acquisition.
Glossary's Aránzazu and Yara
This document defines key terms related to childhood education and language learning. It provides brief explanations of 14 terms: acquisition vs learning, approach, digital literacy, drills, EFL, ESL, mother tongue, multiple intelligences, phonics, silent period, target language, TPR. For each term it conveys the essential meaning in 1-2 sentences. The document serves as a glossary to introduce foundational concepts.
MELT 104 - Construction Grammar
Construction grammar (CxG) is a non-derivational, mono-stratal grammatical model that views language as a repertoire of constructions that integrate form and meaning. Constructions pair syntactic, morphological, and prosodic patterns with lexical semantics, pragmatics, and discourse structure. CxG views the grammar as a network of construction families organized by inheritance and sees syntax and lexicon existing on a continuum rather than as distinct modules. There are different variants of CxG that emphasize formal, functional, semantic, or typological aspects.
Using construction grammar in conversational systems
This thesis explored using construction grammar and ontologies in conversational systems. The author built two early experimental systems using these techniques. Construction grammar represents language as constructions pairing form and meaning. Ontologies allow for more explicit semantics compared to databases. The author developed a stemmer called UEA-Lite and a system called KIA that incorporated construction grammar, ontologies, and machine learning to understand and respond to natural language.
Construction Grammar
Construction grammar views grammatical constructions as the basic units of syntax, where a construction is a form-meaning pairing. It denies a strict distinction between lexicon and syntax, instead proposing a continuum. There are different models of how constructions are organized in the grammar, including a full entry model with minimal generalization, a usage-based model based on inductive learning, and models with varying degrees of inheritance. Construction grammar rejects derivation and adheres to no synonymy, viewing related constructions like active and passive as distinct. Various approaches within construction grammar emphasize different aspects, such as form (Berkeley construction grammar), psychological plausibility (Goldbergian construction grammar), or embodiment. The strength of construction grammar is its claim that many grammatical units
Theories of Language Acquisition
The document discusses three major theories of language acquisition:
- Behaviorist Theory, proposed by B.F. Skinner, asserts that language is acquired through conditioning principles like association, imitation, and reinforcement. Critics argue this cannot account for the rapid rate of language learning in children.
- Nativist Theory, proposed by Noam Chomsky, claims an innate Language Acquisition Device allows children to develop a universal grammar. It suggests language rules have core and language-specific components.
- Interactionist Theory argues language development is both biological and influenced by children's desire to communicate with others. Proponents believe maturation and motivation to share understanding shape acquisition.
Theories of language development
The document discusses four main theories of language development in children: behavioral theory, nativist linguistic theories, social interactionist theory, and cognitive theory. The behavioral theory views language as observable behaviors learned through stimuli. Nativist linguistic theories posit that children are born with an innate language acquisition device that allows them to deduce grammatical rules when exposed to language. The social interactionist theory focuses on language developing through social interactions rather than innate abilities. Finally, the cognitive theory views language as symbolic structures that develop as children's mental abilities mature. No single theory fully explains the complex phenomenon of language development.
Language acquisition2
The document summarizes several theories of language acquisition, including behaviorism, cognitive theory, and Chomsky's innateness theory. According to behaviorism, language is acquired through reinforcement of behaviors. Cognitive theory views language acquisition as dependent on cognitive development. Chomsky's innateness theory posits that humans are born with an innate language acquisition device and universal grammar that allows children to learn language by setting parameters based on primary linguistic data.
Child's language acquisition presentation
The document discusses the stages of language acquisition in children. It outlines several key stages:
1) The babbling stage occurs around 6 months as babies start producing sounds. Babbling may play a role in language development but its importance is still debated.
2) The holophrastic stage begins around 1 year as children use single words to communicate. Words take on multiple meanings during this stage.
3) The two-word stage emerges around 2 years as children connect words in pairs to form simple sentences through syntax and semantics.
4) The telegraph stage follows as children string more than two words together in sentence-like structures using functional vocabulary in addition to meaning vocabulary. Younger children's language
Child language acquisition
The document outlines 7 stages of vocal development in children from 0-24 months. Key stages include cooing and laughing from 8-20 weeks, babbling from 25-50 weeks, and a vocabulary of around 200 words by 18-24 months. It also summarizes theories of language acquisition, including imitation, innateness, cognition, and input theories.
Stages of child language acquisition.
This document summarizes the key stages of child language acquisition from birth to age 5. It identifies 4 main stages: 1) the pre-linguistic period from birth to 10 months where babies develop sounds but no words; 2) the holophrastic period from 12 to 18 months when children use single words; 3) the telegraphic period from 2 to 3 years when children use 2-word phrases; and 4) the complex period from 3 to 5 years when grammar becomes more advanced. The document also discusses some of the milestones within each period, such as babbling and first words.
Principles of language learning and teaching
This document discusses key concepts relating to language learning and teaching including definitions of language, learning, and teaching. It also covers schools of thought in second language acquisition such as structuralism and constructivism. Theories of first language acquisition like behaviorism, nativism, and functional approaches are examined. The concepts of universal grammar, imitation, practice, input, and the critical period hypothesis are defined. Finally, it distinguishes between first and second language, bilingualism, types of learning, inductive and deductive reasoning.
Linguistic oriented theories(pinker)
This document discusses three main theories of first language acquisition: behaviorism, innatism, and cognitivism. It provides details on the central ideas of each theory and their main proponents. Behaviorism, proposed by Skinner, views language learning as habit formation through imitation and reinforcement. Innatism, proposed by Chomsky, posits that children are born with an innate language acquisition device that contains universal grammar principles. Cognitivism, associated with Piaget and Vygotsky, sees language as one part of overall cognitive development that involves abstract thinking and social interaction.
Conterargument new microsoft office power point presentation
The document discusses counterarguments against behaviorist theory of language learning. It argues that behaviorist theory's basic strategies of imitation and reinforcement do not fully explain language acquisition in children, as children vary in how much they imitate and parents only correct simple structures. It also argues that behaviorist learning processes may obstruct natural language production and delay the threshold level needed for creativity. Overall, the document asserts that behaviorist theory is an oversimplification and does not consider social influences, individual differences, or the complexity of real language learning.
Mentalist and Behaviorist Theory of SLA
Mentalist and behaviorist theories provide different perspectives on language acquisition. Behaviorists such as Skinner view it as operant conditioning through stimulus-response and reinforcement learning, while mentalists like Chomsky believe humans are born with an innate language acquisition device that allows them to unconsciously deduce and apply the rules of grammar. Both nature and nurture likely influence the process, with innate capacities developing based on environmental exposure and interactions.
Teaching Theories.pptx
This document discusses various theories of language acquisition and learning, including:
- Behaviourism, which views language learning as habit formation through stimulus-response conditioning. This influenced the Audiolingual method.
- Chomsky's mentalism, which posits an innate language acquisition device. Language learning is rule-governed rather than habit formation.
- Constructivism and cognitivism, which see the learner as actively constructing knowledge based on past experiences and mental schemas. Learning involves higher-order cognitive processes.
- Krashen's comprehensible input hypothesis, which emphasizes providing language at the learner's level plus one to facilitate acquisition.
L1 acquisition
This document discusses first language acquisition in children. It covers several key points:
1. Children acquire language effortlessly from a very young age through babbling and developing their vocal abilities.
2. Phonological development follows general tendencies, such as vowels being acquired before consonants and certain consonants developing before others.
3. Vocabulary grows rapidly from 50 words at 18 months to thousands of words by age 6. Children use strategies to determine word meanings.
4. Grammar develops in a predictable sequence, starting with one-word utterances and progressing to more complex sentences.
L1 acquisition
This document discusses first language acquisition in children. It covers several key areas:
1. Children acquire language effortlessly from a very young age through babbling and developing their vocal abilities.
2. Phonological development follows tendencies like acquiring vowels before consonants and stops before other consonants.
3. Grammar emerges from acquisition and children progress through stages from one-word utterances to telegraphic speech to more complex sentences.
nature VS nurture
This document discusses theories of language acquisition in children. It explores the debate between innate vs learned language abilities. There are two main schools of thought - nativists propose language learning is innate while empiricists believe it is entirely learned through environment and experience. The document also examines theories such as behaviorism, constructivism, and information processing models of how children develop language skills over time through listening, practicing, and constructing their own understanding of language rules.
Issues in first language acquisition
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.
Revision
The document discusses various theories of first language acquisition including behaviorism, nativism, and functionalism. It also covers theories of second language learning and compares similarities and differences between first and second language acquisition. Various language teaching methods are outlined such as Total Physical Response, The Natural Approach, the Audiolingual Method, and Community Language Learning. Factors involved in the learning process from cognitive, metacognitive, and socio-affective perspectives are also summarized.
ELLT 602 LANGUAGE ACQUISITION (FIRST LANGUAGE ACQUISITION ISSUES).pptx
The document discusses nine major issues in first language acquisition: competence vs performance, comprehension vs production, nature vs nurture, universals, systematicity vs variability, language and thought, imitation, practice, input, and discourse. It examines theories around each issue and debates around topics like the origins of language abilities and the relationship between language and cognitive development. Key theorists discussed include Piaget, Vygotsky, and Chomsky. Overall, the document analyzes long-standing questions regarding how children acquire their first language and the relative influences of innate and environmental factors.
How humans learn in general and how they
The document discusses several theories of how humans learn languages. It outlines Ausubel's Meaningful Learning Theory which states that new knowledge is built on existing concepts. It also discusses Rogers' view that a supportive context is key to learning. The document then categorizes different types of language learning, including signal, stimulus-response, and concept learning. It analyzes factors like transfer, interference, aptitude, intelligence and methods that impact second language acquisition. Finally, it concludes the most effective way to acquire a language is through comprehensible input at the appropriate level for the learner.
Theories of first language learning
The document discusses several theories of first language acquisition:
- Behaviorism proposes that language learning is habit formation through reinforcement of behaviors. However, it cannot explain how children learn varied language or produce novel sentences.
- Universal Grammar posits an innate language acquisition device that allows children to learn the rules of their language quickly despite variability in input. However, it does not explain vocabulary or social use of language.
- Cognitive development theory links language acquisition to children's cognitive abilities to categorize and generalize, helping them overcome variability. It best explains vocabulary learning but is less satisfactory for grammar.
- The functional theory emphasizes that children learn through listening and speaking interactions. While it explains conversational abilities, it does not account for consistency
Presentation tugas 1 ( over )
The behaviorist theory emphasizes changes in behavior through stimulus-response associations made by the learner. It views language acquisition as happening through imitation, reinforcement, and conditioning. However, critics argue that this theory cannot fully explain language learning as it is too complex, variable between individuals, and not supported by evidence of how children acquire their native language.
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Construction grammar views grammatical constructions as the basic units of syntax, where a construction is a form-meaning pairing. It denies a strict distinction between lexicon and syntax, instead proposing a continuum. There are different models of how constructions are organized in the grammar, including a full entry model with minimal generalization, a usage-based model based on inductive learning, and models with varying degrees of inheritance. Construction grammar rejects derivation and adheres to no synonymy, viewing related constructions like active and passive as distinct. Various approaches within construction grammar emphasize different aspects, such as form (Berkeley construction grammar), psychological plausibility (Goldbergian construction grammar), or embodiment. The strength of construction grammar is its claim that many grammatical units
Theories of Language Acquisition
The document discusses three major theories of language acquisition:
- Behaviorist Theory, proposed by B.F. Skinner, asserts that language is acquired through conditioning principles like association, imitation, and reinforcement. Critics argue this cannot account for the rapid rate of language learning in children.
- Nativist Theory, proposed by Noam Chomsky, claims an innate Language Acquisition Device allows children to develop a universal grammar. It suggests language rules have core and language-specific components.
- Interactionist Theory argues language development is both biological and influenced by children's desire to communicate with others. Proponents believe maturation and motivation to share understanding shape acquisition.
Theories of language development
The document discusses four main theories of language development in children: behavioral theory, nativist linguistic theories, social interactionist theory, and cognitive theory. The behavioral theory views language as observable behaviors learned through stimuli. Nativist linguistic theories posit that children are born with an innate language acquisition device that allows them to deduce grammatical rules when exposed to language. The social interactionist theory focuses on language developing through social interactions rather than innate abilities. Finally, the cognitive theory views language as symbolic structures that develop as children's mental abilities mature. No single theory fully explains the complex phenomenon of language development.
Language acquisition2
The document summarizes several theories of language acquisition, including behaviorism, cognitive theory, and Chomsky's innateness theory. According to behaviorism, language is acquired through reinforcement of behaviors. Cognitive theory views language acquisition as dependent on cognitive development. Chomsky's innateness theory posits that humans are born with an innate language acquisition device and universal grammar that allows children to learn language by setting parameters based on primary linguistic data.
Child's language acquisition presentation
The document discusses the stages of language acquisition in children. It outlines several key stages:
1) The babbling stage occurs around 6 months as babies start producing sounds. Babbling may play a role in language development but its importance is still debated.
2) The holophrastic stage begins around 1 year as children use single words to communicate. Words take on multiple meanings during this stage.
3) The two-word stage emerges around 2 years as children connect words in pairs to form simple sentences through syntax and semantics.
4) The telegraph stage follows as children string more than two words together in sentence-like structures using functional vocabulary in addition to meaning vocabulary. Younger children's language
Child language acquisition
The document outlines 7 stages of vocal development in children from 0-24 months. Key stages include cooing and laughing from 8-20 weeks, babbling from 25-50 weeks, and a vocabulary of around 200 words by 18-24 months. It also summarizes theories of language acquisition, including imitation, innateness, cognition, and input theories.
Stages of child language acquisition.
This document summarizes the key stages of child language acquisition from birth to age 5. It identifies 4 main stages: 1) the pre-linguistic period from birth to 10 months where babies develop sounds but no words; 2) the holophrastic period from 12 to 18 months when children use single words; 3) the telegraphic period from 2 to 3 years when children use 2-word phrases; and 4) the complex period from 3 to 5 years when grammar becomes more advanced. The document also discusses some of the milestones within each period, such as babbling and first words.
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Principles of language learning and teaching
This document discusses key concepts relating to language learning and teaching including definitions of language, learning, and teaching. It also covers schools of thought in second language acquisition such as structuralism and constructivism. Theories of first language acquisition like behaviorism, nativism, and functional approaches are examined. The concepts of universal grammar, imitation, practice, input, and the critical period hypothesis are defined. Finally, it distinguishes between first and second language, bilingualism, types of learning, inductive and deductive reasoning.
Linguistic oriented theories(pinker)
This document discusses three main theories of first language acquisition: behaviorism, innatism, and cognitivism. It provides details on the central ideas of each theory and their main proponents. Behaviorism, proposed by Skinner, views language learning as habit formation through imitation and reinforcement. Innatism, proposed by Chomsky, posits that children are born with an innate language acquisition device that contains universal grammar principles. Cognitivism, associated with Piaget and Vygotsky, sees language as one part of overall cognitive development that involves abstract thinking and social interaction.
Conterargument new microsoft office power point presentation
The document discusses counterarguments against behaviorist theory of language learning. It argues that behaviorist theory's basic strategies of imitation and reinforcement do not fully explain language acquisition in children, as children vary in how much they imitate and parents only correct simple structures. It also argues that behaviorist learning processes may obstruct natural language production and delay the threshold level needed for creativity. Overall, the document asserts that behaviorist theory is an oversimplification and does not consider social influences, individual differences, or the complexity of real language learning.
Mentalist and Behaviorist Theory of SLA
Mentalist and behaviorist theories provide different perspectives on language acquisition. Behaviorists such as Skinner view it as operant conditioning through stimulus-response and reinforcement learning, while mentalists like Chomsky believe humans are born with an innate language acquisition device that allows them to unconsciously deduce and apply the rules of grammar. Both nature and nurture likely influence the process, with innate capacities developing based on environmental exposure and interactions.
Teaching Theories.pptx
This document discusses various theories of language acquisition and learning, including:
- Behaviourism, which views language learning as habit formation through stimulus-response conditioning. This influenced the Audiolingual method.
- Chomsky's mentalism, which posits an innate language acquisition device. Language learning is rule-governed rather than habit formation.
- Constructivism and cognitivism, which see the learner as actively constructing knowledge based on past experiences and mental schemas. Learning involves higher-order cognitive processes.
- Krashen's comprehensible input hypothesis, which emphasizes providing language at the learner's level plus one to facilitate acquisition.
L1 acquisition
This document discusses first language acquisition in children. It covers several key points:
1. Children acquire language effortlessly from a very young age through babbling and developing their vocal abilities.
2. Phonological development follows general tendencies, such as vowels being acquired before consonants and certain consonants developing before others.
3. Vocabulary grows rapidly from 50 words at 18 months to thousands of words by age 6. Children use strategies to determine word meanings.
4. Grammar develops in a predictable sequence, starting with one-word utterances and progressing to more complex sentences.
L1 acquisition
This document discusses first language acquisition in children. It covers several key areas:
1. Children acquire language effortlessly from a very young age through babbling and developing their vocal abilities.
2. Phonological development follows tendencies like acquiring vowels before consonants and stops before other consonants.
3. Grammar emerges from acquisition and children progress through stages from one-word utterances to telegraphic speech to more complex sentences.
nature VS nurture
This document discusses theories of language acquisition in children. It explores the debate between innate vs learned language abilities. There are two main schools of thought - nativists propose language learning is innate while empiricists believe it is entirely learned through environment and experience. The document also examines theories such as behaviorism, constructivism, and information processing models of how children develop language skills over time through listening, practicing, and constructing their own understanding of language rules.
Issues in first language acquisition
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.
Revision
The document discusses various theories of first language acquisition including behaviorism, nativism, and functionalism. It also covers theories of second language learning and compares similarities and differences between first and second language acquisition. Various language teaching methods are outlined such as Total Physical Response, The Natural Approach, the Audiolingual Method, and Community Language Learning. Factors involved in the learning process from cognitive, metacognitive, and socio-affective perspectives are also summarized.
ELLT 602 LANGUAGE ACQUISITION (FIRST LANGUAGE ACQUISITION ISSUES).pptx
The document discusses nine major issues in first language acquisition: competence vs performance, comprehension vs production, nature vs nurture, universals, systematicity vs variability, language and thought, imitation, practice, input, and discourse. It examines theories around each issue and debates around topics like the origins of language abilities and the relationship between language and cognitive development. Key theorists discussed include Piaget, Vygotsky, and Chomsky. Overall, the document analyzes long-standing questions regarding how children acquire their first language and the relative influences of innate and environmental factors.
How humans learn in general and how they
The document discusses several theories of how humans learn languages. It outlines Ausubel's Meaningful Learning Theory which states that new knowledge is built on existing concepts. It also discusses Rogers' view that a supportive context is key to learning. The document then categorizes different types of language learning, including signal, stimulus-response, and concept learning. It analyzes factors like transfer, interference, aptitude, intelligence and methods that impact second language acquisition. Finally, it concludes the most effective way to acquire a language is through comprehensible input at the appropriate level for the learner.
Theories of first language learning
The document discusses several theories of first language acquisition:
- Behaviorism proposes that language learning is habit formation through reinforcement of behaviors. However, it cannot explain how children learn varied language or produce novel sentences.
- Universal Grammar posits an innate language acquisition device that allows children to learn the rules of their language quickly despite variability in input. However, it does not explain vocabulary or social use of language.
- Cognitive development theory links language acquisition to children's cognitive abilities to categorize and generalize, helping them overcome variability. It best explains vocabulary learning but is less satisfactory for grammar.
- The functional theory emphasizes that children learn through listening and speaking interactions. While it explains conversational abilities, it does not account for consistency
Presentation tugas 1 ( over )
The behaviorist theory emphasizes changes in behavior through stimulus-response associations made by the learner. It views language acquisition as happening through imitation, reinforcement, and conditioning. However, critics argue that this theory cannot fully explain language learning as it is too complex, variable between individuals, and not supported by evidence of how children acquire their native language.
Natural Approach
The influence of Stephen Krashen on language education research and practice is undeniable. First introduced over 20 years ago, his theories are still debated today. In 1983, he published The Natural Approach with Tracy Terrell, which combined a comprehensive second language acquisition theory with a curriculum for language classrooms. The influence of Natural Approach can be seen especially in current EFL textbooks and teachers resource books such as The Lexical Approach (Lewis, 1993). Krashen’s theories on second language acquisition have also had a huge impact on education in the state of California, starting in 1981 with his contribution to Schooling and language minority students: A theoretical framework by the California State Department of Education (Krashen 1981). Today his influence can be seen most prominently in the debate about bilingual education and perhaps less explicitly in language education policy: The BCLAD/CLAD teacher assessment tests define the pedagogical factors affecting first and second language development in exactly the same terms used in Krashen’s Monitor Model (California Commission on Teacher Credentialing, 1998).
Cognitive Theory
This document discusses theories of language acquisition in children. It describes the nature vs nurture debate around whether language is innate or learned. It outlines cognitivist views that language learning conditions are the same as other learning. Jean Piaget's theory is that language development is controlled by cognitive development through environmental interaction. Piaget proposed four universal stages of cognitive and linguistic development in children from sensorimotor to formal operational thinking.
Cognition & language
This document outlines a lecture on cognition and language. It discusses cognitive psychology and focuses on thinking and reasoning, creativity and problem solving, and language. It covers Noam Chomsky's work on language acquisition devices and universal grammar. Child language development is examined through various stages from cooing to using longer utterances between ages 1 to 4. Cognition and language are closely linked, as language is how thoughts are shared and cognitive and language skills are interrelated in child development.
Theories of Language Acquisition
The document discusses several theories of language acquisition. The innateness hypothesis proposes that language ability is innate in humans and that humans have a genetic predisposition to learn and use language. Eric Lenneberg supported this hypothesis and identified characteristics of innate behaviors, including emerging before necessity and not resulting from conscious decision. The imitation theory claims language is learned through imitating speech, while reinforcement theory asserts language is learned through praise for using correct forms. The active construction of grammar theory holds that children invent grammar rules themselves and may fail to imitate adults accurately if their rules differ.
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Conterargument new microsoft office power point presentation
Conterargument new microsoft office power point presentation
ELLT 602 LANGUAGE ACQUISITION (FIRST LANGUAGE ACQUISITION ISSUES).pptx
ELLT 602 LANGUAGE ACQUISITION (FIRST LANGUAGE ACQUISITION ISSUES).pptx
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
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Community pharmacy- Social and preventive pharmacy UNIT 5
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Digital Artefact 1 - Tiny Home Environmental Design
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South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Language acquisition2
- 2. Acquisition Theories • Innate Hypotheis •Active Construction of a Grammar Theory •Arguments for innateness
- 3. Innate Hypothesys • Humans are genetically predisposed to acquire and use language • Universal Grammar: theoretically inborn set of structural characteristics shared by all languages How do we know it is innate?
- 5. Active Construction of a Grammar Theory • Children invent the rules of grammar. • This ability is innate Input Analysis Grammar
- 6. Arguments for Innateness • The behaviour emerges before it’s necesssary • Its appearance is not the result of a conscious decision • It is not triggered by external events • Direct teaching and practice have little effect • Regular sequence of “milestones” • Critical Period
- 7. Conclusion • Language acquisition is an innate ability. Its process is guided by what the Active Construcion of Grammar Theory calls Mental Grammar