Zusammenfassung der Ressource
Theories of Language Acquisition
- Noam Chomsky (1950s-present)
- Babies are born with an
innate knowledge of
language structure
- Unique LAD (Language
Acquisition Device) enable
us to learn language.
- Genie and feral children support
the critical period hypothesis.
- Critical period hypothesis =
language needs to be acquired
within a certain time frame.
- Some interaction is necessary
for language development
- Children stop overgeneralising and learn to use language correctly.
- Children deprived of social
contact can't achieve complete
communicative competence.
- Most linguists believe there must
be something innate in a child.
- What is innate?
- Content
- Primary linguistic data
(speech around child)
- Innate specific knowledge about language
- Internal grammar
- Speech
- Process
- Primary linguistic data (speech around child)
- Innate puzzle solving equipment
- Internal grammar
- Speech
- Children internalise language rules and
overgeneralise e.g: walked, ambled, throwed
- Wug experiment (1985) -
Jean Berko-Gleason
- Supports Chomsky's
idea of LAD
- Gave 4-5 yr olds a picture of an
imaginary creature called a wug
- 3/4s of children formed the regular plural "wugs"
when shown a picture of more than one creature.
- Nativist approach - humans have an inbuilt capacity to acquire language
- Universal grammar AKA linguistic universals - the explanation
that all world languages share the principles of grammar
despite surface differences in lexis and phonology.
- B.F Skinner (1957)
- Children learn to speak
through imitation of parents
- Children receive
rewards/punishments according
to the accuracy of utterances.
- His theory has only been tested on animals.
- Children do more than just imitate
- They can hear ungrammatical
spoken language but learn
correct language
- Children don't
respond to correction
and it might slow
development.
- They imitate but don't
necessarily
understand meaning.
- Wrote Verbal Behaviour in 1957
- Operant conditioning theory
- Lev Vygotsky (1962)
- Every function in
the child's cultural
development
appears twice.
- ZPD = Zone of
Proximal
Development
- Level of development
attained when children
engage in social behaviour.
- Gap between what they know and
what they can potentially achieve via
socialisation with peers/adults.
- First utterances are to communicate
but once mastered they become
internalised and allow inner speech.
- Cognitive development is limited to
a certain range at any given age
- Social
interactionist
theory
- You socialise and it
helps develop your
cognitive abilities.
- MKO = More
Knowledgeable Other
- Someone with a
better understanding
than the learner.
- Bruner
- Brought Vygotsky's
ideas into the
Western world.
- Crucial techniques: pre-verbal exchanges, games and ritualised scenarios
- Scenarios e.g: eating a meal, having a bath
- Child gradually moves from passive to active and can predict
language because of the consistent context.
- Adult and infant can have conversations even if the child's non-verbal.
- Scaffolding = interactional
support structured by the adult to
help the child develop.
- Language Acquisition Support System = children
need social intervention to learn things like
turn-taking, politeness ect.
- 4 phase structure in the mother's
interaction with the child.
- 1. Gaining attention
- 2. Query
- 3. Label
- 4. Feedback
- Adults change language to scaffold child's
learning through Child-Directed Speech
- Piaget
- Cognitive
theory
- Children are born with basic mental structure
which enables them to acquire language
- Focuses on development. Doesn't address learning.
- Gradual increase in number and complexity of behaviours
- It's about developmental stages
- Children will learn to speak "naturally" with little intervention.
- Language development
goes hand in hand with
intellectual development
- E.g: must understand
past tense concept to
use it correctly
- E.g: acquiring morphemes beginning
with the participle "-ing", then "in", "on,
"-s" and finally forms of the verb "to be".
- Berko-Brown (1960)
- The fis
phenomenon
- The child knows
what the correct
pronounciation
for fish is but
can't articulate it
- The child responds
to fish but not fis
- Supports the idea that
children will produce certain
forms when they're "ready".
- How should I
write about
theory?
- "The data appears to
challenge the ideas of..."
- Virtuous error - the mistakes
children make by
overgeneralisation. They've learnt
a rule but are applying it in the
wrong situation.
- Start with data and then say
what theorists would think
- Behaviourist
approach (Skinner)
- Nativist approach (Chomsky)
- about innateness
- Use epistemic modal verbs ie: could