Language Acquisition

There are 4 theoretical perspectives. The different theoretical perspectives vary in their focus on the role of nature and nurture as well as the emphasis on one or more of the five aspects of language knowledge. Throughout this chapter, the focus will be on recognizing how nature and nurture interact and can be related. It provides a framework for understanding the complex ways children develop language as they interact with people and objects in their environment, school and home

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each play a role in language development. However, I believe that in acquiring a language, one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners learn differently and so a variety of resources will need to be used based on the ability of each student. There are many theories that have been developed by highly qualified experts in the field on linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

Language development deals with how a child develops his/her language skills during their growth period. Language development has been an issue debated among language experts over a long period of time. Experts have opposing views on how a child acquires/learns language. There are four main theories of language development and they all have different thoughts on the acquisition of language. Behaviorists (Skinner) believe that language is learned. Nativists (Chomsky) believe that language is innate and unique to humans. Cognitive theorists (Piaget) believe language is not innate but a product of cognitive development. Finally, social interactionists

Nature and nurture both play various roles in children’s language development. Nature is a child’s inherited genetics and characteristics. Nurture is the persuasive influence a child develops from their environmental surroundings. The two have created many debates on whether one has more influence on a child’s language development than the other. In this essay I will discuss, the roles nature and nurture play in children’s language development, how they structure communication and the theoretical debate of their impact.

Nature and nurture both play a significant role in language development. Language development refers to how children understand, organise, speak and use words in order to communicate at an effective, age-appropriate level (Karen Kearns, 2013, P.105). For centuries, theorists have been debating the roles of nature versus nurture. Although, each child’s language will develop at their own pace and there will be many individual differences based on culture, ethnicity, health and ability. As well as physical, social, emotional and cognitive development in which will contribute to a child’s language development.

First, children¡¯s acquisition of language is an innate mechanism that enables a child to analyze language and extract the basic rules of grammar, granted by Chomsky. It basically states that humans are born with a language acquisition device that, the ability to learn a language rapidly as children. However, there is one important controversy in language acquisition concerns how we acquire language; since Chomsky fails to adequately explain individual differences. From the behaviorists¡¯ perspectives, the language is learned like other learned behaviors. It is learned through operant

The debate between many researchers is the argument of whether nature or nurture play a more important role in development. In this essay I will be looking into both aspects of nature and nurture focusing specifically on their influence towards language development in children. A main controversial question I will be looking into is the question of whether are we born already equipped with mechanisms which help us to learn language, or is language learned throughout a child’s environment by, for example, imitation and repetition? Studies done by some opposing researchers claim to show that nature and nurture promote language development

Since, the second language is an additional language after we acquire the first language, the L2 learning process can be influenced by the L1 learning process This essay will demonstrate the similarities and differences in L1 and L2 acquisition by discussing various theories. Then, draw a conclusion based on the evidence provided and my own experience.

Many second language acquisition theories have been developed over the years. These theories examine the avenues in which second language is acquired and the avenues in which they are

There are several theories regarding language development. Work by Chomsky, Piaget and Kuhl are critical. Studies by Chomsky, as examined by Albery, Chandler, Field, Jones, Messer, Moore and Sterling (2009); Deloache, Eisenberg & Siegler (2003) argued for the innateness of language acquisition due to its complexity. Development is assisted by a language acquisition device (LAD) and universal grammar both of which holding the propensity for commonalities throughout all languages. LAD is the key to the Syntax rule. The knowledge to master the rules is held unconsciously. Chomsky concludes exposure through auditory channels as being the only requirement for learning. Arguably Kuhl (2010) writes infantile exposure to language through auditory channels only, does not contribute effectively to learning indicating the importance of human interaction. Piaget, as discussed by Ault (1977) postulated language as not being part of the earliest stages of development. Signifying within sensorimotor stage, between birth and two years, the child’s development is too reflexive. Gleitman, Fridlund and Reisberg (2004) discuss the critical period hypothesis and suggest the young brain being more suited to acquisition than the adult brain. Lenneberg (1967) (as cited in Gleitman et al 2004) advocates, brain maturation closes language acquisition capacity window. Kuhl (2010) identified, within the critical period babies develop

Numerous theories try to explain the process of language acquisition. These theories fall into one of two camps. The environmentalist (or connectionist) theory of language acquisition asserts that language is acquired through environmental factors (Halvaei et al. 811). Theorists in this camp believe that a child learns language by gaining information from the outside world and then forming associations between words and objects. The nativist (or rationalist) approach, on the other hand, asserts that it is innate factors that determine language acquisition. Noam Chomsky, often described as “the father of modern linguistics”, falls into this camp as he believes that speech is the result of hidden rules of language that are hidden somewhere in the brain (Rahmani and Abdolmanafi 2111). Steven Pinker, a colleague of Chomsky, is a renowned psychologist, cognitive scientist and linguist who discusses his own theories on language acquisition in his book Words and Rules.

Nature or, in other words, heredity refers to traits that are inherited or genetic. Linguist Noam Chomsky is a strong advocate of this perspective. He has spent a lot of time on evolving a theory of grammar that is called universal grammar. Chomsky believed that language is innate, or in other words we are born with a capacity for language. Chomsky suspected there is an optimal learning age, between the ages of 3 to 10 where a child is the most likely to learn a language in its entirety and grasp fluency. The child does not need a prompt to begin language acquisition, it happens on its own. If a child is around

Some linguistic models try to explain the development of second language acquisition. The three most common models are (1) the Universal Grammar Model, (2) the Competition Model, and (3) the Monitor Model. The Universal Grammar Model refers to the system of principles, conditions, and rules that are properties or elements of all human languages. At the same time, each language has grammatical rules that vary from one language to another. Thus, Chomky states that different languages have a limited possibility of different grammatical structures (1975). Therefore, second language learners base their second language acquisition on universal principles common to all languages, and on the force of the particular rules of each language. All of those can be concluded that as a human, especially as children, we have vary form of rules in language, in this case is second language.

Linguistics has impacted cognitive psychology as the quest to understand language acquisition and the structure of language itself is undertaken. Linguistics is a complex and multifaceted; it includes language structural patterns and language development (Barsalou, 2005). The process of language development is complicated and dense, as the study of language is examined; the role of cognition is inherently examined and analyzed. Sternberg (2006) also explores language as an innate process and presents the idea that humans are born ready for language as a biological and cognitive process.

Acquiring the first language is much easier than acquiring any second language as it comes “naturally” after birth. The child passes through different stages before acquiring the language till he masters it. Children follow a predictive language development through their language acquisition but it can vary from a child to another according to the external surroundings especially in the early stages.