Language aquisition full pres
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The document summarizes the stages of language acquisition in infants and young children. It discusses how the infant vocal tract develops in the first year and the progression from cooing and babbling to first words and telegraphic speech. It emphasizes creating a language-rich environment by talking, reading, and expanding on the child's words and phrases to help vocabulary growth from 12-18 months. Motivation and confidence in successful language use also reinforce learning in a stress-free environment tailored to the child's needs and pace.
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STAGES OF LANGUAGE ACQUISITION
The document discusses the stages of language development from infancy through adulthood. It begins with definitions of language and then outlines the major stages of language development, including caretaker speech in infancy, the one-word and two-word stages in toddlers, the development of function words and plurals in preschool years, literacy acquisition in school years, the emergence of personal linguistic styles in teen years, and variability in adult language depending on factors like education and occupation. The document also covers the five dimensions of the linguistic system: phonology, morphology, syntax, semantics, and pragmatics.
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.
Second language learning theories
This document discusses key topics in first language acquisition, including:
1. Theories of language acquisition such as behaviorism, innatism, and interactionism. Innatism posits an innate language acquisition device while interactionism emphasizes social interaction.
2. Developmental stages of language acquisition from babbling to two-word sentences to complex grammar. Milestones include understanding language before production.
3. Experiments like the "WUG test" that show children internalize rules like plural formation without being taught.
4. Theories of bilingual acquisition including additive bilingualism, which has cognitive benefits over subtractive bilingualism.
The document examines issues in defining competence versus performance and the
Difference between Acquisition and Learning #ELT1
The document discusses the difference between language acquisition and language learning. Language acquisition refers to naturally learning a language from interaction with native speakers, with a focus on meaningful communication rather than grammar. It is how one's native language is learned in childhood. Language learning is a more conscious process that occurs in educational settings, with grammar, vocabulary and rules taught in a controlled manner. It describes learning a second language, which is learned in addition to one's native language.
Key issues in 2nd language acquisition
This show is based upon a book named KEY ISSUES IN 2ND LANGUAGE ACQUISITION BY VAN PATTEN
NOTE, the show just covered the first issue.
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.
COMMUNICATIVE LANGUAGE TEACHING
This document discusses the Communicative Language Teaching (CLT) approach. It provides background on how CLT emerged in the 1970s with a focus on communicative proficiency over grammatical structures. Key principles of CLT are that the goal is effective communication, the teacher facilitates and students actively communicate. Activities include information gap tasks, role plays, and simulations. While CLT has advantages like interaction and enjoyment, criticisms note the difficulties in implementation and student needs/interests.
Presentation on direct method
The document describes the Direct Method, an approach to foreign language teaching developed in the late 19th century as a reaction to traditional grammar-based methods. It aimed to teach language in a similar way that children acquire their first language, through immersion. Key features included conducting class only in the target language, inductive grammar instruction, teaching functional vocabulary, and emphasizing speaking practice through role-plays and simulations. Both benefits and limitations are discussed.
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STAGES OF LANGUAGE ACQUISITION
The document discusses the stages of language development from infancy through adulthood. It begins with definitions of language and then outlines the major stages of language development, including caretaker speech in infancy, the one-word and two-word stages in toddlers, the development of function words and plurals in preschool years, literacy acquisition in school years, the emergence of personal linguistic styles in teen years, and variability in adult language depending on factors like education and occupation. The document also covers the five dimensions of the linguistic system: phonology, morphology, syntax, semantics, and pragmatics.
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.
Second language learning theories
This document discusses key topics in first language acquisition, including:
1. Theories of language acquisition such as behaviorism, innatism, and interactionism. Innatism posits an innate language acquisition device while interactionism emphasizes social interaction.
2. Developmental stages of language acquisition from babbling to two-word sentences to complex grammar. Milestones include understanding language before production.
3. Experiments like the "WUG test" that show children internalize rules like plural formation without being taught.
4. Theories of bilingual acquisition including additive bilingualism, which has cognitive benefits over subtractive bilingualism.
The document examines issues in defining competence versus performance and the
Difference between Acquisition and Learning #ELT1
The document discusses the difference between language acquisition and language learning. Language acquisition refers to naturally learning a language from interaction with native speakers, with a focus on meaningful communication rather than grammar. It is how one's native language is learned in childhood. Language learning is a more conscious process that occurs in educational settings, with grammar, vocabulary and rules taught in a controlled manner. It describes learning a second language, which is learned in addition to one's native language.
Key issues in 2nd language acquisition
This show is based upon a book named KEY ISSUES IN 2ND LANGUAGE ACQUISITION BY VAN PATTEN
NOTE, the show just covered the first issue.
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.
COMMUNICATIVE LANGUAGE TEACHING
This document discusses the Communicative Language Teaching (CLT) approach. It provides background on how CLT emerged in the 1970s with a focus on communicative proficiency over grammatical structures. Key principles of CLT are that the goal is effective communication, the teacher facilitates and students actively communicate. Activities include information gap tasks, role plays, and simulations. While CLT has advantages like interaction and enjoyment, criticisms note the difficulties in implementation and student needs/interests.
Presentation on direct method
The document describes the Direct Method, an approach to foreign language teaching developed in the late 19th century as a reaction to traditional grammar-based methods. It aimed to teach language in a similar way that children acquire their first language, through immersion. Key features included conducting class only in the target language, inductive grammar instruction, teaching functional vocabulary, and emphasizing speaking practice through role-plays and simulations. Both benefits and limitations are discussed.
First language acquistion.
PSYCHOLINGUITICS, Language acquisition, Noam Chomsky, Jean Piaget, F. B. Skinner, Innateness theory, Behaviorist theory, Cognitive theory. CRITICISMS
Direct method
The document discusses the direct method of teaching English. It originated in Germany and France in the 19th century as a contrast to the grammar-translation method. The direct method teaches English using only the target language, through demonstration, pictures, and inductive grammar instruction. It focuses on oral communication skills and emphasizes correct pronunciation and grammar. Classroom instruction is conducted exclusively in English. However, it may not be effective for large class sizes and does not focus on reading and writing skills. The teacher's role is to use objects and actions to illustrate concepts and have students practice questioning and answering in English.
First Language Acquisition
This document provides an overview of theories and research on first language acquisition. It discusses the stages of acquisition from cooing and babbling to the one-word, two-word, and telegraphic speech stages. The document also examines the development of morphology, syntax, and semantics in a child's first language. Several theories on language acquisition are presented, including behaviorism, innatism, cognitive/developmental approaches, and sociocultural perspectives. The document concludes by advising the reader to consider multiple theories when seeking to understand language development.
Stages of child language development
The document discusses the main stages of first language acquisition:
1) The pre-speech stage where infants learn to pay attention to speech before beginning to speak.
2) The babbling stage starting around 4-6 months, characterized by indiscriminate speech sounds and repeated syllables.
3) The one word or "holophrastic" stage starting around 9 months where children utter their first words and develop regular pronunciation by 50 words.
4) The combining words stage starting around 2 years where children speak in sentences of several words but their grammar is still developing.
Stages of first language learning
There are several stages of first language learning: pre-babbling, babbling, naming, telegraphic, and transformational. In the pre-babbling stage, babies learn to recognize voices from before birth. Babbling occurs from 4-6 months as babies experiment with sounds. During naming, babies begin using one-word utterances around 12 months. The telegraphic stage at 2 years involves 2-3 word phrases. Finally, the transformational stage at 2.5-3 years incorporates morphemes into more complex utterances.
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.
Teaching grammar
This document discusses various topics related to grammar including definitions, different approaches or kinds of grammar (such as traditional, historical, comparative, functional, and grammar translation), grammatical theories (traditional, immediate constituent, tagmemic, and transformational), parts of speech, sentence structure, classification of words, errors in language, drills to practice grammar, and tests of grammar knowledge. It provides information on inductive and deductive approaches to teaching grammar as well as common grammatical errors at the lexical, grammar, discourse, and pronunciation levels.
Critical period hypothesis
The document presents a summary of the critical period hypothesis in second language acquisition. It discusses studies that support the hypothesis, such as ones finding a correlation between younger age of exposure to a second language and better grammatical abilities. However, other studies discussed found evidence against the critical period, such as adult learners achieving native-like proficiency. While some debate around the critical period persists, the presenter ultimately believes age is not the sole or most important factor, and that additional individual differences need further study.
FIRST LANGUAGE ACQUISITION AND SECOND LANGUAGE ACQUISITION
The document discusses first and second language acquisition. It defines first language acquisition as the process of learning one's native language from birth. Key stages include cooing, babbling, one-word, two-word, and telegraphic speech. Caregiver speech assists infants through techniques like exaggerated intonation. Second language acquisition refers to learning additional languages and can be more difficult for adults due to critical period effects. Motivation, input/output, and teaching methods like task-based learning impact the process.
First and Second Language: Theories of Language Learning & Theories
The distinction between First and Second Language and the different Theories of Language Learning & Language Acquisition.
SLA ,Learning Theories , Second language Aquisition
This document discusses theories of second language acquisition (SLA). It covers linguistic, psychological, and sociocultural theories including: Universal Grammar, Monitor Theory, Natural Order Hypothesis, Comprehension Input Hypothesis, Affective Filter Hypothesis, Behaviorism, Contrastive Analysis Hypothesis, Cognitive Psychology, Information Processing Theory, Connectionism, Processability Theory, Interactionist Perspectives, Sociocultural Perspectives, Interlanguage, Developmental Sequences, and the role of the first language and instruction in SLA. The document provides an overview of many influential theories that aim to explain how people learn a second language.
Stages of Acquisition of first Language
The document discusses language acquisition in children from birth through age 10. It describes the prelinguistic, one-word, two-word, telegraphic, and later language development stages. Key points covered include the difference between learning and acquisition, the roles of nature and nurture, and how children gradually develop more advanced grammar and vocabulary over time through social interaction.
First language acquisition
Children acquire language through a complex interaction between innate cognitive abilities and environmental factors like social interaction and modified input from caregivers. While children have an innate language acquisition device, language development is also shaped by children's cognitive development and their social environment where they learn through interaction.
First language acquisition stages
Language acquisition occurs through first and second language acquisition. First language acquisition is a spontaneous process that begins in infancy through interaction with other language users. It progresses through several stages from pre-language sounds to single words and eventually combining words and basic grammar. The ability to acquire any language is a human universal, not dependent on cultural or racial differences.
Desuggestopedia
Desuggestopedia is a language teaching method created by Georgi Lozanov, a Bulgarian psychiatrist. The goal is to eliminate psychological barriers to learning and increase communicative ability. Teachers aim to create a relaxed environment using music, colors, student roles and indirect positive suggestions. Lessons include rhythmic reading, translation and question/answer sessions. Student evaluation is based on classroom performance rather than tests.
Theories of second language acquisition
This document discusses several theories of second language acquisition, including Krashen's input hypothesis. It also covers McLaughlin's information processing model, which describes the shift from controlled to automatic processing in language learning. Finally, it mentions Bialystok's model of language and learning and Long's interaction hypothesis.
first language vs second language
difference between first language vs second languAge learning
FIRST LANGUAGE
SECOND LANGUAGE
DIFFERENCE BETWEEN LEARNING AND ACQUISITION
LEARNING
ACQUISITION
DIFFERENCE
Fluency vs accuracy
Fluency refers to how easily one can communicate ideas through speaking or writing, while accuracy focuses on correct grammar usage. Fluency involves practicing what you know to speak fluidly, whereas accuracy requires focusing on language rules. True proficiency combines both fluency and accuracy, along with appropriacy or using the right language structures for different contexts. The document encourages practicing oral fluency daily to improve communication skills.
Chomsky’s Universal Grammar
This document discusses Universal Grammar and Chomsky's theory of language acquisition. It defines Universal Grammar as the idea that the ability to learn grammar is innate. The theory proposes that all human languages share certain properties. Chomsky argued that the human brain contains a limited set of rules, or Universal Grammar, that provide the common structural basis for all languages. The document also outlines three hypotheses for how language evolved and discusses criticisms of Universal Grammar, including that it has no coherent formulation and conflicts with principles of biological evolution.
Second language acquisition
The document discusses different approaches to research methodology, including qualitative, quantitative, and mixed methods approaches. It also discusses frameworks for designing research studies, including considering philosophical claims, strategies of inquiry, and research methods. Key frameworks and theories of second language acquisition are explained, such as Krashen's Monitor Model and hypotheses of language acquisition.
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
Theories of Languages by Miguel Arízala
The document discusses several theories of language development, including that primitive humans developed vocal abilities through making sounds, languages evolved over a long period of time, and children acquire language from listening to and interacting with others in their social environment, as proposed by Vygotsky. Language depends on social experiences from an early age.
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First language acquistion.
PSYCHOLINGUITICS, Language acquisition, Noam Chomsky, Jean Piaget, F. B. Skinner, Innateness theory, Behaviorist theory, Cognitive theory. CRITICISMS
Direct method
The document discusses the direct method of teaching English. It originated in Germany and France in the 19th century as a contrast to the grammar-translation method. The direct method teaches English using only the target language, through demonstration, pictures, and inductive grammar instruction. It focuses on oral communication skills and emphasizes correct pronunciation and grammar. Classroom instruction is conducted exclusively in English. However, it may not be effective for large class sizes and does not focus on reading and writing skills. The teacher's role is to use objects and actions to illustrate concepts and have students practice questioning and answering in English.
First Language Acquisition
This document provides an overview of theories and research on first language acquisition. It discusses the stages of acquisition from cooing and babbling to the one-word, two-word, and telegraphic speech stages. The document also examines the development of morphology, syntax, and semantics in a child's first language. Several theories on language acquisition are presented, including behaviorism, innatism, cognitive/developmental approaches, and sociocultural perspectives. The document concludes by advising the reader to consider multiple theories when seeking to understand language development.
Stages of child language development
The document discusses the main stages of first language acquisition:
1) The pre-speech stage where infants learn to pay attention to speech before beginning to speak.
2) The babbling stage starting around 4-6 months, characterized by indiscriminate speech sounds and repeated syllables.
3) The one word or "holophrastic" stage starting around 9 months where children utter their first words and develop regular pronunciation by 50 words.
4) The combining words stage starting around 2 years where children speak in sentences of several words but their grammar is still developing.
Stages of first language learning
There are several stages of first language learning: pre-babbling, babbling, naming, telegraphic, and transformational. In the pre-babbling stage, babies learn to recognize voices from before birth. Babbling occurs from 4-6 months as babies experiment with sounds. During naming, babies begin using one-word utterances around 12 months. The telegraphic stage at 2 years involves 2-3 word phrases. Finally, the transformational stage at 2.5-3 years incorporates morphemes into more complex utterances.
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.
Teaching grammar
This document discusses various topics related to grammar including definitions, different approaches or kinds of grammar (such as traditional, historical, comparative, functional, and grammar translation), grammatical theories (traditional, immediate constituent, tagmemic, and transformational), parts of speech, sentence structure, classification of words, errors in language, drills to practice grammar, and tests of grammar knowledge. It provides information on inductive and deductive approaches to teaching grammar as well as common grammatical errors at the lexical, grammar, discourse, and pronunciation levels.
Critical period hypothesis
The document presents a summary of the critical period hypothesis in second language acquisition. It discusses studies that support the hypothesis, such as ones finding a correlation between younger age of exposure to a second language and better grammatical abilities. However, other studies discussed found evidence against the critical period, such as adult learners achieving native-like proficiency. While some debate around the critical period persists, the presenter ultimately believes age is not the sole or most important factor, and that additional individual differences need further study.
FIRST LANGUAGE ACQUISITION AND SECOND LANGUAGE ACQUISITION
The document discusses first and second language acquisition. It defines first language acquisition as the process of learning one's native language from birth. Key stages include cooing, babbling, one-word, two-word, and telegraphic speech. Caregiver speech assists infants through techniques like exaggerated intonation. Second language acquisition refers to learning additional languages and can be more difficult for adults due to critical period effects. Motivation, input/output, and teaching methods like task-based learning impact the process.
First and Second Language: Theories of Language Learning & Theories
The distinction between First and Second Language and the different Theories of Language Learning & Language Acquisition.
SLA ,Learning Theories , Second language Aquisition
This document discusses theories of second language acquisition (SLA). It covers linguistic, psychological, and sociocultural theories including: Universal Grammar, Monitor Theory, Natural Order Hypothesis, Comprehension Input Hypothesis, Affective Filter Hypothesis, Behaviorism, Contrastive Analysis Hypothesis, Cognitive Psychology, Information Processing Theory, Connectionism, Processability Theory, Interactionist Perspectives, Sociocultural Perspectives, Interlanguage, Developmental Sequences, and the role of the first language and instruction in SLA. The document provides an overview of many influential theories that aim to explain how people learn a second language.
Stages of Acquisition of first Language
The document discusses language acquisition in children from birth through age 10. It describes the prelinguistic, one-word, two-word, telegraphic, and later language development stages. Key points covered include the difference between learning and acquisition, the roles of nature and nurture, and how children gradually develop more advanced grammar and vocabulary over time through social interaction.
First language acquisition
Children acquire language through a complex interaction between innate cognitive abilities and environmental factors like social interaction and modified input from caregivers. While children have an innate language acquisition device, language development is also shaped by children's cognitive development and their social environment where they learn through interaction.
First language acquisition stages
Language acquisition occurs through first and second language acquisition. First language acquisition is a spontaneous process that begins in infancy through interaction with other language users. It progresses through several stages from pre-language sounds to single words and eventually combining words and basic grammar. The ability to acquire any language is a human universal, not dependent on cultural or racial differences.
Desuggestopedia
Desuggestopedia is a language teaching method created by Georgi Lozanov, a Bulgarian psychiatrist. The goal is to eliminate psychological barriers to learning and increase communicative ability. Teachers aim to create a relaxed environment using music, colors, student roles and indirect positive suggestions. Lessons include rhythmic reading, translation and question/answer sessions. Student evaluation is based on classroom performance rather than tests.
Theories of second language acquisition
This document discusses several theories of second language acquisition, including Krashen's input hypothesis. It also covers McLaughlin's information processing model, which describes the shift from controlled to automatic processing in language learning. Finally, it mentions Bialystok's model of language and learning and Long's interaction hypothesis.
first language vs second language
difference between first language vs second languAge learning
FIRST LANGUAGE
SECOND LANGUAGE
DIFFERENCE BETWEEN LEARNING AND ACQUISITION
LEARNING
ACQUISITION
DIFFERENCE
Fluency vs accuracy
Fluency refers to how easily one can communicate ideas through speaking or writing, while accuracy focuses on correct grammar usage. Fluency involves practicing what you know to speak fluidly, whereas accuracy requires focusing on language rules. True proficiency combines both fluency and accuracy, along with appropriacy or using the right language structures for different contexts. The document encourages practicing oral fluency daily to improve communication skills.
Chomsky’s Universal Grammar
This document discusses Universal Grammar and Chomsky's theory of language acquisition. It defines Universal Grammar as the idea that the ability to learn grammar is innate. The theory proposes that all human languages share certain properties. Chomsky argued that the human brain contains a limited set of rules, or Universal Grammar, that provide the common structural basis for all languages. The document also outlines three hypotheses for how language evolved and discusses criticisms of Universal Grammar, including that it has no coherent formulation and conflicts with principles of biological evolution.
Second language acquisition
The document discusses different approaches to research methodology, including qualitative, quantitative, and mixed methods approaches. It also discusses frameworks for designing research studies, including considering philosophical claims, strategies of inquiry, and research methods. Key frameworks and theories of second language acquisition are explained, such as Krashen's Monitor Model and hypotheses of language acquisition.
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Theoretical approaches to first language aquisition
Theoretical approaches to first language aquisition
FIRST LANGUAGE ACQUISITION AND SECOND LANGUAGE ACQUISITION
FIRST LANGUAGE ACQUISITION AND SECOND LANGUAGE ACQUISITION
First and Second Language: Theories of Language Learning & Theories
First and Second Language: Theories of Language Learning & Theories
SLA ,Learning Theories , Second language Aquisition
SLA ,Learning Theories , Second language Aquisition
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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
Theories of Languages by Miguel Arízala
The document discusses several theories of language development, including that primitive humans developed vocal abilities through making sounds, languages evolved over a long period of time, and children acquire language from listening to and interacting with others in their social environment, as proposed by Vygotsky. Language depends on social experiences from an early age.
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.
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.
Approaches To Language Acquisition
This document discusses different approaches to language acquisition in children. It describes the nativist view that children are born with innate, universal linguistic principles and parameters that guide language learning. In contrast, the empiricist view sees language acquisition as shaped solely by environmental factors and general learning mechanisms. The document also examines studies of child-directed speech and proposes that while it helps engage children, it is not necessary for acquisition. Overall, the process of language learning in children involves an interaction between innate capacities and environmental influences.
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.
Explaining first language acquisition
The document summarizes theories of first language acquisition. It discusses the imitation/behaviorist theory proposed by Skinner, which views language learning as habit formation through reinforcement. It also discusses the innateness/nativist theory of Chomsky, which posits that humans are born with an innate language acquisition device. The document further examines cognitive, input, and connectionist theories and their varying perspectives on how the environment and mental faculties influence language learning.
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The Development of Language
This document provides an overview of language development in children from birth through early childhood. It discusses several key points:
1. Infants begin making sounds like cooing and babbling in their first year but do not speak actual words. Around their first birthday, infants say their first words which are usually names for people or objects.
2. The four main elements of language are phonology, semantics, grammar, and pragmatics. Children must learn the sounds, meanings, rules, and social uses of language.
3. Infant-directed speech from parents uses exaggerated tones and slower pacing to help infants learn the sounds of their native language. By around 18 months, children experience a vocabulary sp
The development of language.pptx
The document summarizes language development from birth through three years old. It notes that infants begin with crying and cooing, then progress to babbling consonant sounds by 6 months. By their first birthday, infants say their first words, usually names. Exposure to language helps development, as toddlers learn 50-100 new words per month after 50 words are acquired. Their vocabularies grow from a few hundred words at age 2 to over 10,000 words by age 6.
Evolution of language
The document discusses several key aspects of language acquisition in humans:
1) Humans are biologically designed for language with modifications that allow for speech like a low larynx.
2) Brain development from birth to age 7 supports language learning with connectivity changes and metabolic activity peaks.
3) Language acquisition starts with sounds and moves to words and simple sentences followed by a grammar explosion between ages 2-4.
4) Factors like context, parental interaction styles and the brain's ability to bootstrap rules guide this rapid acquisition process.
Kids are able to learn the language and even percive it when they are in the ...
Kids are able to learn the language and even percive it when they are in the ...Jenniffer Lilibeth Linares
Babies begin learning language from sounds in the womb, as studies have shown their heart rate decreases in response to their mother's voice. After birth, they start babbling and imitating sounds, which helps them learn to speak. By 1 year old, babies can recognize words and have a vocabulary of 50 words, though they cannot say the words yet. Between ages 2-3, children experience a vocabulary spurt where they learn many new words each day and start combining words and using basic grammar. Throughout childhood and beyond, language skills continue developing as vocabulary and grammar knowledge expands.First language acquisition
Newborns' cry melody is shaped by their native language. Researchers analyzed the cries of 30 French and 30 German newborns. They found that French newborns preferentially produced cries with a rising melody contour, while German newborns produced cries with a falling contour. These melodic tendencies in newborn cries match the typical intonation patterns of the infants' native languages of French and German. The study suggests that human infants are able to memorize and reproduce prosodic characteristics of the language they were exposed to prenatally, demonstrating early vocal learning abilities in newborns.
Physiological prerequisites of sound production
Children acquire language through a complex process involving both nature and nurture. They progress through distinct stages of phonological, lexical, and grammatical development from babbling to first words to combining words. Early errors reveal rule-governed learning as children segment words into syllables and master their native language's phonemes and phonological processes. Social interaction provides crucial input, though children can acquire language without full exposure through innate language learning capacities.
Week 2 12
The document discusses theories of first language acquisition. It describes:
- Children progress through predictable stages of language development in their first years, starting from babbling and cooing to first words and two-word sentences.
- Grammatical morphemes like plurals and verb tenses are acquired in a consistent order cross-linguistically. Children also show understanding of grammar through tests like the "wug test."
- Questions, negation, and word order in questions each have developmental stages as children's language skills increase in complexity.
- Behaviorist theories of language learning, including classical conditioning and operant conditioning, viewed language as learned through stimulus-response associations and reinforcement.
Speech & Language Strategies For Success
- Speech development involves the motor skills to produce sounds and language development involves combining sounds to convey meaning. Strategies to support both include modeling correct sounds, using visual and tactile cues in addition to auditory cues, and being patient as children work on fluency.
- Language develops through using single words at first and then combining words, with visual representations helping development. Strategies include following the child's lead in interactions, using context, taking turns, and exposing children to words through multiple senses to build understanding.
- Parents can get help from their local school speech language pathologist for screenings if concerned about a child's speech or language development.
Phonological development report 3
Babies progress through distinct stages of phonological development from birth to acquiring their first words. They begin with reflexive crying and sounds, then cooing and laughter around 2 months. Between 4-6 months, babies engage in vocal play and babbling with consonant-like sounds. From 6-12 months, babbling becomes reduplicated with syllables like "mama". Non-reduplicated babbling with varied sounds occurs from 9-18 months as babies transition to their first words. Babies' babbling is initially universal but begins to reflect the target language from 6 months on. Phonological processes then allow babies to adapt new words to their developing sound systems as their perception and production abilities continue mat
How children learn language
an introduction to psycholinguistics
chapter 1 How children learn language
21 slide of the first chapter explaining most important parts of the first chapter.
First Language Acquisition Schedule of Children
1. First Language Acquisition
2. The Acquisition schedule of Child’s language
3. Post-telegraphic Stage
4. Patterns in development; Developmental sequences in First Language acquisition
Phsycolinguistics
This document summarizes the stages of early language development in children. It discusses how babies begin with vocalizations like cooing and babbling before uttering their first word around 10 months. Around this time, children begin using single words to name objects, make requests, and emphasize meanings. By about 18 months, many children have progressed to using two and three-word utterances to express more complex thoughts and situations. The document provides examples of the sounds and words used at each stage of early language acquisition in children.
Phonological development report
This document discusses phonological development from prelinguistic stages to early word production. It covers:
1. Babies' ability to perceive speech sounds from birth and how their perception becomes tuned to their native language. Researchers assess perceptual ability using sucking and head turn techniques.
2. Stages of prespeech vocal development from reflexive crying to reduplicated and non-reduplicated babbling between 0-18 months. Babbling is influenced by the target language.
3. The transition from babbling to first words involves protowords and sensorimotor morphemes before words resemble the target language. Phonological processes develop as children alter sounds to match their abilities.
Language development in early childhood period
Language development is a critical part of child development from ages 2-6 as it allows children to communicate, express themselves, and develop relationships. Children begin developing language from birth through cries and later learn words and sentences. Healthy language development has many benefits and is important for children's cognitive development and ability to socially interact. Parents can support language development through reading, telling stories, singing songs, and engaging in conversations with their children.
Using Symbols
The document discusses a common scenario where parents notice their young child is slow to start talking compared to peers and hesitate to seek professional advice. It provides developmental milestones for speech and language from infancy through age 3 to help parents determine if a child's development is normal or warrants concern. Potential causes of delayed speech are discussed, as well as the role of speech-language pathologists in evaluating children and developing treatment plans when needed. The importance of early intervention and parent involvement are also highlighted.
Promoting speech sounds
This document provides information and strategies for promoting sound development in students. It begins with an overview of typical speech sound development and what sounds children are expected to produce at different ages. It then discusses ideas teachers can use to encourage sound development in the classroom, such as slowing down, modeling sounds, playing sound games, helping students explore their mouth, and using books and rhymes. Specific activities are provided to practice different sounds. The document emphasizes making sound practice fun and incorporating it into everyday activities. It concludes by recommending next steps like referring to age-appropriate checklists, using the suggested strategies, and contacting a speech pathologist if any concerns arise.
Child's first language acquisition
How a child acquires his/her native language? With this slide, you will be able to learn about those steps/stages.
Semantic development
Children develop semantic skills gradually, learning a few words per week at first and then experiencing a vocabulary burst where they learn around 5 new words per day. By age 5, the average child has a vocabulary of around 6,000 words. Children use principles like fast mapping and whole object assumption to efficiently learn new words and their meanings. Their ability to learn and apply grammatical rules like plurals and past tense is evidenced by tests like the WUG test and their tendency to overregularize irregular verbs. Mean length of utterance (MLU) can measure children's developing syntactic skills as they start combining words.
Pinker mind map2
1) Infants are born with the ability to distinguish speech sounds and begin interacting with language from a very early age.
2) Babies' speech production abilities develop rapidly in the first years as their vocal tract changes and they begin experimenting with sounds.
3) The left hemisphere of the brain handles language abilities for most right-handed individuals, though the localization of language is complex.
Phonological development report 2
1. Babies progress through stages of vocal development from birth, starting with reflexive crying and vegetative sounds. Around 2-5 months they begin cooing and laughter, and from 4-6 months engage in vocal play and babbling.
2. Babbling becomes more complex, including reduplicated babbling from 6-12 months and non-reduplicated babbling from 9-18 months. Babbling is influenced by the target language being learned.
3. Between 18-24 months, babbling transitions to first words as children begin to learn the sounds of their language. Early words have simple structures and a limited sound inventory that expands over time.
4. As vocabulary grows, children develop
Similar to Language aquisition full pres (20)
Kids are able to learn the language and even percive it when they are in the ...
Kids are able to learn the language and even percive it when they are in the ...
Language aquisition full pres
- 2. Vocalizations in the first year of life At birth, the infant vocal tract is in some ways more like that of an ape than that of an adult human. Compare the diagram of the infant vocal tract shown on the left to diagrams of adult human and ape. In particular, the tip of the velum reaches or overlaps with the tip of the epiglottis. As the infant grows, the tract gradually reshapes itself in the adult pattern. During the first two months
- 3. At birth, the infant vocal tract is in some ways more like that of an ape than that of an adult human. nasalizedvowelsound
- 4. 5 basic stages of Language Cooing Babbling One word utterances Telegraphic speech Normal Speech
- 5. Cooing: Appears at about 4-8 months.All infants coo using all the phonemes from every language. Even congenitally deaf children coo. Repetitive CV patterns During the period from, infants typically engage in "vocal play", manipulating pitch (to produce "squeals" and "growls"), loudness (producing "yells"), and also manipulating tract closures to produce friction noises, nasal murmurs, "raspberries" and "snorts
- 6. Babbling Babbling: Appears at around 9 months. Infants selectively use the phonemes ( smallest unit of sound) from their native language. 7 months,- "canonical babbling" appears: infants start to make extended sounds that are chopped up rhythmically by oral articulations into syllable-like sequences, opening and closing their jaws, lips and tongue.. The range of sounds produced are heard as stop-like and glide-like. Vowels tend to be low and open, at least in the beginning. No other animal does anything like babbling. It has often been hypothesized that vocal play and babbling have the function of "practicing" speech-like gestures, helping the infant to gain control of the motor systems involved, and to learn the acoustical consequences of different gestures
- 7. One-word utterances: At around 12-18 months, children start using words. Telegraphic speech: Children start making multi-word utterances that lack function words. (about 2 years old) Normal speech: By about 5-6 years of age, children have almost normal speech
- 9. There is often a spurt of vocabulary acquisition during the second year. Early words are acquired at a rate of 1-3 per week (as measured by production diaries); in many cases the rate may suddenly increase to 8-10 new words per week, after 40 or so words have been learned.
- 10. Expand vocabulary Talk constantly to your baby in full sentences Explain what you are doing all the time “ Were are washing your toes” “I am combing your pretty hair”.
- 11. Reading to your baby Read simple picture books to your baby, starting as early as two or three months of age. Point to the pictures and name the pictures for them.Point to pictures make descriptive sentences “Look at the red ball”! See the pretty pink bunny? Expand your babies words. Baby says Kha for car. You say …. That’s daddys big car.
- 13. Imitation: Pretty self-explanatory. Modeling: Children sound like the adults around them, such as by sharing accents and idioms. Adults use child-directed speech to make themselves easier for children to understand.
- 14. Motivation for learning His learning of the new language coincides with his discovery of the world. the curiosity that he has toward the world becomes a powerful force in his language learning. And every time he uses a piece of language successfully, it is reinforced in his mind and his confidence grows
- 15. Good Language Environment No pressure should be put upon the child as he learns the environment does contain within itself the ability to tell the child where to begin and how to proceed. There is all the time that the child needs to learn the language