Psychology & Sociology
Language acquisition is the process by which children gain the ability to speak their native language, typically occurring before the age of five. The journey starts with infants engaging in babbling at around nine to 12 months. From around 12 to 18 months, they start using coherent words, followed by the naming explosion at around 18 to 20 months. By two or three years, children are able to form complete sentences, and by age five, they have more or less mastered their native language.
There are different theories that attempt to explain how language is acquired. The nativist theory, developed by Noam Chomsky, states that the capacity to learn language is innate, with a language acquisition device in the human brain. The learning theory or behaviorist theory, attributed to B.F. Skinner, proposes that language is acquired through operant conditioning. Lastly, the social interactionist theory, introduced by Vygotsky, suggests that language develops out of an innate desire to communicate and is picked up through social interactions. Additionally, there are theories that debate the relationship between language and cognition: linguistic universalism and the Whorfian hypothesis (linguistic relativity).
Lesson Outline
<ul> <li>Introduction</li> <ul> <li>Language acquisition overview</li> </ul> <li>Language acquisition stages</li> <ul> <li>Babbling (9-12 months)</li> <li>First words stage (12-18 months)</li> <li>Two words stage: Naming explosion (18-20 months)</li> <li>Telegraphic stage: Stringing words together (2.5 years)</li> <li>Beyond telegraphic (3-6 years)</li> </ul> <li>Theories of language acquisition</li> <ul> <li>Nativist theory: Noam Chomsky</li> <ul> <li>Language Acquisition Device (LAD)</li> <li>Critical period of language acquisition</li> </ul> <li>Learning theory: B.F. Skinner</li> <ul> <li>Operant conditioning approach</li> <li>Reinforcement of correct language sounds</li> </ul> <li>Social interactionist theory: Vygotsky</li> <ul> <li>Innate desire to communicate</li> <li>Language acquisition through social interactions</li> </ul> </ul> <li>Language and cognition</li> <ul> <li>Linguistic universalism</li> <ul> <li>Thought precedes language</li> <li>Language created based on thought</li> </ul> <li>Linguistic relativity (Whorfian hypothesis)</li> <ul> <li>Language dictates thought</li> <li>Language influences perception of the world</li> </ul> </ul> </ul>
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FAQs
There are three main theories of language acquisition: Nativist theory, Learning theory, and Social Interactionist theory. Nativist theory posits that humans are born with an innate capacity for language and a language acquisition device (LAD) in the brain. Learning theory suggests that language is acquired through a combination of imitation, reinforcement, and conditioning. Social Interactionist theory emphasizes the importance of social interaction and context in language learning.
The Nativist theory, proposed by Noam Chomsky, asserts that humans possess an inborn capacity for language learning. According to this theory, humans are born with a language acquisition device (LAD) in their brains, which enables them to acquire and learn languages naturally. This LAD contains universal grammar principles that are innate and common to all human languages. During the critical period of language development, children are exposed to their native language, and the LAD helps them recognize and learn the language's specific grammar rules.
The Social Interactionist theory emphasizes the importance of social interaction and context in the process of language acquisition. According to this theory, children learn language primarily through the active engagement with their environment and social context, including interactions with caregivers and other people in their surroundings. These interactions provide opportunities for children to learn linguistic structures, vocabulary, and communicative functions through observation, imitation, and feedback. Social interaction is seen as a driving force that shapes language development and helps children to acquire linguistic skills and competences relevant to their culture and community.
The Whorfian hypothesis, also known as the Sapir-Whorf hypothesis, is a concept in linguistic relativity that suggests the structure of a language can influence and shape the way its speakers think, perceive, and experience the world. This hypothesis posits that people who speak different languages may think differently because their languages shape their cognitive processes. The Whorfian hypothesis is commonly associated with two versions: a strong version, called linguistic determinism, which asserts that language determines thought, and a weak version, which claims that language influences, but does not determine, thought patterns.
The naming explosion, also known as the vocabulary spurt, is a phase in a child's language development when they start to learn new words at a rapid pace. This phase typically occurs between the ages of 18 to 24 months, although the precise timing can vary among individual children. During the naming explosion, a child may learn several new words each day, rapidly expanding their vocabulary. This rapid increase in vocabulary acquisition is often attributed to a combination of cognitive development, increasing linguistic abilities, and the child's growing understanding of the symbolic nature of words and their connections to objects, actions, and concepts in the world around them.
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