THEORIES
OF LANGUAGE ACQUISITION
·
Cognitive - Jean Piaget - can only understand language
when you understand concept (e.g. can talk in past tense when you know about
time)
·
Behaviourist - Skinner –Language is learned through
imitation - doesn't explain where new sentences come from. The Behaviorists believe that language
learning is a much more sophisticated process. The child is born with an empty
state of mind and language items are written on that mental state as the child
grows and experiences the world to which it is exposed.
·
Nativist - Chomsky - Language Acquisition Device
(LAD) - works out what is/isn't acceptable language use using innate programmed
patterns (which are general). Exact rules learnt through trial and error. His
theory supports the fact that children around the world seem to develop at a
similar pace, irrespective of race/culture/mother tongue. (This also 'defies'
Skinner's model) Also, the fact that there is a universal grammar amongst all languages
of the world. & the fact that children consistently create new forms of
language that they would not have heard before.
The Rationalists believe
that Language learning is a sophisticated process. The child is born with all
the facilities to learn the language. The linguistic ability is inherent in the
mind of the child. All the child does is discover and test.
·
Conversely,
John Macnamara - said that rather than having an in-built language device,
children have an innate capacity to read meaning into social situations. It is
this capacity that makes them capable of understanding and learning language,
not the LAD.
·
Interactive - caretaker, motherese etc - slower pace
than adult convo, simplified, repetition, short sentences, often caretaker
asking 'where is___?', 'that's a___', tag questions to involve child ('isn't
it?')
·
Example
for importance of social interaction: Bard and Sachs. Studied a boy called
'Jim', who was son of two deaf parents. Although he was exposed to TV and
radio, his speech development was severely retarded until he attended sessions
with a speech therapist --> hence implying that human interaction is
necessary, as Jim was obviously ready to talk, but without the social
interaction with his therapist, he was unable to do so.
·
Katherine
Nelson - found that 60% of children's early word phrases contained nouns, then
verbs, pre-mods and phatic and she also said that the nouns were more commonly
things that surrounded the children i.e ball, mum, cat. Nelson also said that
in Re-casts (e.g. Ben - "me ball" mum - "pass me the ball")
children whose sentences were re-cast performed better at imitating sentences
·
Halliday
is just the functions of child language, I remember them like RRIIIPH, like
rest in peace:
·
Representational
- "I've got something to show you" - language showing how they feel,
declarative
·
Regulatory
- "Do as I tell you" - requesting/asking for things
·
Instrumental
- "I want"- expressing needs/wants
·
Interactional
- "Me and you" - speaking to other, establishing personal contact
·
Imaginative
- "Let's pretend" - imaginative language, used with play, to create
imaginary world. Crystal talks of 'phonological' function as playing with
sound.
·
Personal
- "Here I come"- child expresses their feelings/expressing personal
preferences
·
Heuristic
- "Tell me why"- uses language to explore environment/ seeking
information
·
Most
commonly used in children's language is instrumental and regulatory, which are
learnt, along with interactional and personal, at a young age. Representational
is used by 6-8+ year olds.
·
Divine Theory: Some theorists are of the opinion that
language learning is a divine process. According to them language learning is a
gift from God and is a divine faculty.
Features
of child language acquisition:
·
Holophrases - one word (12-18mths), then two-word
stage (after 18mths), then telegraphic speech (after 2yrs) - sometimes
grammatically correct but omit determiners like 'a' and 'the'
·
Underextension - 'car' only for family car, but not other
cars
·
Overextension - 'car' for tractor, van, etc
·
Fis phenomenon - Berko and Brown - child pronounces
fish as fis but when a parent asks if it is a fis, the child says no - when
asked if it's a fish, child says yes. can understand a word without being able
to pronounce it - comprehension before speech
·
Simplification - deletion, substitution
·
Intonation - Cruttenden - found children find it
harder to recognise intonation
·
Questions - inflection often used at first to show
it's a question, then question words learnt during 2nd yr, firstly what and
where, then why, how and who. results in 'where daddy gone?' as they've not
learnt auxiliary verb, 'has'. auxiliary verbs learnt 3rd yr, and how to form
qus is learnt too (reverse subject and verb order). 'joe is here' --> 'is
joe here?' but wh- words not always inverted correctly - 'why joe isn't here?'
(hehe plagiarised my revision book for the examples, sorry!)
·
Critical period for learning - Cases about twins who
were kept locked up by their family, but they were rescued young so developed
normally. Feral children like Genie, who was forced not to talk, and hence only
made limited lang progress as she is thought to have missed the critical period
for learning lang. Two girls were found wolves in a wolves' den and had trouble
learning to speak etc [1] "After three years, Kamala had mastered a
small vocabulary of about a dozen words. After several more years, her
vocabulary had increased to about 40.To compare, a normal two-year-old child,
at the peak of its language learning, would find it easy to pick up 40 new
words in a single week. Also, Kamala's words were only partly-formed and her
grammar stilted"
·
Stages of negatives:
·
Aged
0-15months - Gestures are used to indicate a negative
·
15-18months
- single words "no" "not" are used
·
2-2
1/2 yrs - "no" and "not" are used either at the beginning
or end of a sentence e.g. "no eat" "going not"
·
3yrs
- negatives are used with the correct syntax i.e. intergrated into the sentence
·
4/5/6yrs
- more subtle negatives i.e hardly, are used, more "n't"'s as well,
"can't" "won't" etc. Implied negatives are understood, i.e.
"we'll go later"
·
Look
at how much is said by each person, who controls what is being said, who takes
the lead, pragmatics, social context, as well as the actual things that are
being said
Stages
of Language Acquisition:
•
Prenatal
–
Responsivity to human voices
•
First 6 months
–
Cooing – cooing of infants around the world, including
deaf infants, is indistinguishable across babies and across languages
•
After 6 months
–
Babbling – comprises the distinct phonemes that
characterize the primary language of the infant; deaf children can not babble
•
1 to 3 years of age
–
One-word utterances, telegraphic speech
–
Telegraphic speech – describes two- or three-word
utterances
–
Overextension errors
(e.g. general term for man is “Dada”)
•
3 to 4 years
–
Expansion of vocabulary
–
Overregularization (using regular inflection for
irregular verbs e.g. goed)
•
4 years
–
Basic adult sentence structure
–
Vocabulary continues to increase
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