The innateness theory and theories of language acquisition

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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.

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The Innateness Theory and Theories of Language Acquisition Sara Albornoz Gallegos

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Approaches to language learning: 1.Grammar Translation Grammar rules are presented with examples. Monitoring is actively promoted. Exercises are designed to provide practice of grammatical rules and vocabulary. 2.Audio- Lingualism New vocabulary and structural patterns are presented through dialogs. Dialogs are learned through imitation and repetition. Drills are conducted based upon the patterns present in the dialog. Learning process is inductive. 3.Cognitive - code Help the student in all four skills, speaking and listening in addition to reading and writing. Exercises are followed by activities labelled "communicative competence 4.Direct Method Teacher use the target language all the time. Grammar is taught inductively Conscious control is necessary for acquisition 5.The Natural Approach Classtime is devoted primarily to providing input for acquisition The language is seen as a vehicle for communicating meanings and messages. The Natural Approach makes a deliberate effort to fit all requirements for both Learning and acquisition. 5.Total Physical response Direct dialogue in children consists mainly in commands, to which the child responds physically, before producing the verbal responses. The teacher has the responsibility to use the language as good as possible so that students acquire the basic rules of the language itself. 6. Suggestopedia Stresses the importance of relaxation during the process of language learning. New material is introduced in the form of dialogues based on situations familiar to the students. Desuggest limitations, are, in our terms, conditions that lower the affective filter and that allow the subconscious language acquisition.

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3.3 Theoretical Perspectives Theorists at one extreme of the issue contend that language is a learned behavior and that language learning is no different from any other kind of human learning. Theo- rists at the other extreme take the position that not much learning is required, that language is wholly instinctive. Neither extreme is reasonable, but in between the two are a number of competing theories about how it is that a preschool child has a tacit understanding of how the grammar of his language works that would take a linguist hundreds of pages to describe. We cannot describe all the theories that have evolved or the cases that have been made for them, but we will examine four broad categories of theory related to language that have had a major influence. They are behaviorist, active construction of a grammar, neural con- nectionism, and social interaction. Behaviorist Theories As appealing as behaviorism was in the early part of the 20th century, it has little credence as a theory of language acquisition. Basically, behaviorist theories take the position that children learn through imitation. They listen to the speech around them, imitate what they hear, and then through a system of reinforcement (i.e., being praised or rewarded for correct utterances and having errors ignored or corrected), they learn to discard their imperfect imitations. The problems with applying this theory to real children learning language are obvi- ous. First, children produce utterances they have never heard and, second, adults rarely respond to the form of the utterance. No theory of imitation can account for this and similar utterances. See Chomsky’s Case Against Behaviorism for more on this topic. CHAPTER 3Section 3.3 Theoretical Perspectives The most serious flaw of imitation as a theory is that it cannot account for how children come to produce or understand novel utterances, whether in the way they pronounce words or in the way they inflect them, or in the sentences they produce. Pronunciation errors are generally attributed to children’s immature articulators (i.e., their physical inability to produce an exact replica of the adult form). Chloe’s lalo for yellow would be assumed to be caused by her articulators not being sufficiently well developed to produce two distinct consonants and two distinct vowels in the same word. Other kinds of errors are more problematic. It is highly unlikely that Chloe ever heard anyone say, “Nana, you forgotted.” Yet she and all children her age regularly produce sentences they could not have heard from anyone else. Even if behaviorism could account for how these forms are created, the theory stumbles on the notion of reinforcement. There is overwhelming evidence that, in general, adults neither negatively reinforce flawed utterances nor positively reinforce correct ones. When I responded to Chloe with, “Yes, I sup- pose I did forget,” although I modeled the correct form, my response was to her meaning, not her .

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