The Importance Of Language Afquisition

Gee and Hayes (2011) explain one perspective of language as a set of rules in which our brains offers guidance to attain the ability to speak grammatically correct, referring to it as a “cognitive phenomenon”. Perhaps what makes language so remarkable is the fact that language can be learnt even though it does not necessarily mean it is taught, in fact, it is something that can be absorbed by the brain just by being immersed in it (Pence & Justice, 2017). Such ability is achieved through things such as Phonology (sounds of native language), Lexis (words), Orthography (spelling), Syntax (words organised into sentences), Semantics (meaning of words) and phrases (clauses, sentences etc.). The other perspective is that language can also be tangible with a physical presence in the world through things like audio recordings, video

Chomsky’s theory for learning language applies to all aspects of language including nouns, verbs, consonants and Vowels (Lukin, et tal, 2008). His theory offers an explanation that a child could not possibly learn a language through imitation alone because the language spoken around them is highly irregular, by which adult’s speech is often broken up and can be ungrammatical (O 'Brien, 1999).

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

Chomsky argues that every child has a ‘Language Acquisition Device’ or LAD which encodes the major principles of language and its grammatical structure into the child’s brain. Children have then to learn new vocabulary and apply the syntax structure from the LAD to form sentences. Chomsky points out that a child could not possibly learn a language through imitation alone because the language spoken around them is irregular. Language exists in the mind before experience. Noam Chomsky he then believes that children are born with an inherited ability to learn any human language. He claims that certain linguistic structures which children use so accurately must be already imprinted on the child’s mind. Adult’s speech is often broken up and even sometimes ungrammatical. Chomsky’s theory applies to all languages as they all contain nouns, verbs, consonants and vowels and children appear to be ‘hard-wired’ to acquire the grammar. Every language is extremely complex, often with indirect distinctions which even native speakers are unaware of. However, all children,

Examines how language develops from infancy into adulthood. Focuses on the modularity debate of how language is organized in the brain. Some theorize that language is domain-specific in that the brain has processes dedicated to the task of language learning and comprehension. Others focus on a domain-general theory for language learning where the processes used to learn language are the same processes used in other situations such as problem solving.

However, it can be argued with (Bruner 1964) that social interaction doesn’t explain all the complexities of language acquisition. Almost every day the language we hear is often incorrect, poorly defined, incomplete and full of hesitations, mispronunciations and other errors, and yet despite this we still learn to talk following the correct grammatical rules. Again this indicates the idea of Chomsky’s (1968) LAD model that children are born ‘hard-wired’ with the innate knowledge of linguistic rules and so these rules help the baby make estimations and presumptions about the language it is hearing. From these estimations and presumption the child can work out grammatical sets of rules and when more language is exposed to them, the more their language develops. Even within Chomsky’s (1968) LAD theory, undoubtedly he believed the role and promotion of the ‘nature’ aspect is the core foundation on which language can develop. But his theory also requires the role of nurture

According to Chomsky (1980) children have an innate language acquisition device (LAD). One of the most well known overgeneralisations is the overuse of the ‘-ed’

Syntax acquisition refers to the ability to organize and structure the sentence components. A child acquires this ability at the age of 18 months. At this age, a child has the capacity to put single words together to form a two-word sentence . This ability is enhanced by how much its primary caregivers socialize a child. Moreover, semantic is concerned with the use of right words within the right context so that the expression can make sense. During the phonological stage, children tend to overuse few vocabularies they possess to refer to numerous objects than it is reasonable. Some linguists hold that children utilize these words judging from similarities of sound, shape, and size. However, as a child interacts more with the language, he/she

p.21). Children should be expected to pass through the four components of phonological (sounding out simple letters and patterns), syntactic (structuring sentences), semantic (adding meaning to sentences) and pragmatic (creating context in sentences) respectively. As the child’s proficiency in each component increases it may be of benefit to expose the child to language that may be just outside of their knowledge base as suggested by Vygotsky in his “zone of proximal development” theory. (McDevitt, Ormrod, Cupit, Chandler & Aloa, 2013.

Argued children are born with Language Acquisition Device (LAD): Help acquire language naturally with the help of the brain.

Language is a communicative system of words and symbols unique to humans. The origins of language are still a mystery as fossil remains cannot speak. However, the rudiments of language can be inferred through studying linguistic development in children and the cognitive and communicative abilities of primates as discussed by Bridgeman (2003). This essay illustrates the skills infants have that will eventually help them to acquire language. The topics covered are firstly, the biological aspects, the contribution of the human brain to language development? Secondly, key theories of language development will be considered. Is the development innate? Is there a critical period? Thirdly, what must be learned? What are the rudiments infants must

Language acquisition is a creative process, and children somehow figure out the rules of "universal grammar" (Fromkin 2007). In other words they are born with this ability to understand language. They are "prewired". According to Chomsky children acquire complex grammar quickly and easily without any help. This is partly due to the universal grammar.

Learning a second language can be hard many times, but now a days it is almost necessary for everything, choosing to learn a second language it is important for different ways, most of them can be introduce from some people, it is a long process and it takes dedication, in this essay there is an analysis of all the problems and steps of a student who is learning English, it is made for searching the origins of the decision, at the end it is going to be a teaching plan to reduce those problems and strength the language.

There are totally 5 stages in children language development. Preverbal stage refers to the crying of 0 – 6 months old infants. This is followed by the “one-word” holophrastic stage in 7-12 months children where they imitate vowels to communicate, i.e. “da da” for daddy. By adding gestures (e.g. pointing) and intonation into their words, they can convey directions, spacious relations of the objects near them, making it the third stage in language development. After 18 months, children enter the telegraphic stage where they can use 2-word phrases to indicate their needs, for instance, “Papa! Milk!” which they later enter the final stage: the multi-word stage. In this stage, they make remarkable breakthrough in language comprehension and speech. No matter what the first language that children are exposed to, the majority of them stick to such linguistic developmental mechanism. With the support of other generative linguists and data of 5000 to 6000 languages all over the world, Chomsky has proved that despite their very different grammars, all of the languages are rooted with similar syntactic principles and rules. This shows the universality of language acquisition. It is clear that there is some unique device in human brains that isolates language learning from cultural and intelligence, make human innate to language acquisition; the environment only shapes the outline of such neurobiological system to a specific language.

* In the educational field, the teaching learning cycle is a model used in contemporary teaching in both school and adult educational settings. Rothery (1996 in Derewianka & Jones 2012, pg 43) who originally developed the model used this to aim at disadvantaged children for teaching literacy and writing in the KLA (Key learning areas) who were from socially disadvantaged areas. Over time the model has been phased across other areas of the English language such as listening, speaking, reading as well as writing. The key involvement of the teacher also known as ‘expert other’ in the teaching learning cycle is guiding the learner to understand key concepts in academic literacy through use of scaffolding strategies to transform students