First Language Acquisition In Children

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.

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

Therefore, from the behaviourist approach, language acquisition can be seen as a stimulus-response process. Children learn language by immitation and analogy. The roles of imitation, repetition, reinforcement, and motivation are essential in learning the language. The First Language Acquisition is thus the result of nature which based on practicing.

The subtlety of language acquisition has been the most fundamental question in the study of linguistics and human development. From Bow-wow Theory to Yo-He-Ho Theory, major theories on the origins and learnability of language have emerged in mid-20th century and heavily debated ever since. Among them, the idea of universal grammar in which is usually credited to linguist Noam Chomsky, remains the most notable and controversial theory over time. He introduced and developed the theory from 1950s to 1970s, as he proposed and championed linguistic nativism in language acquisition. Chomsky supports that language mastery involves knowledge of linguistic rules and conventions, which he later named that as ‘cognizance’. He believes that cognizance

In the video titled The Four Stages of Acquiring Language, in which I observed. The first stage is “Babbling” one syllable sounds. I observed an infant at 4 months of age babbling. According to the CDC, at 4 months of age infants begin babbling, they can babble with expression and copy sounds he/she hears. Infants at this age can cry in different ways to express hunger, pain or being tired.

Children’s acquisition of language has long been considered one of the uniquely defining characteristics of human behaviour. Even today, it is widely thought that children acquire their native language from the imitation of their parents, caregivers or the people in their daily environment. In this essay I will go through what the typical stages of language acquisition in children are, I will explain and show examples of cognitive disabilities and other difficulties in acquiring language, show the theories that explore how language is acquired and see if these theories account for children who are not cognitively impaired but who still do not acquire language.

Students who are more introverted may observe and listen to others until they are more confident of what to say. Teachers need to understand that the outgoing student may not be as fluent as he or she seems to be and that the more introverted student may be more proficient in their second language than they appear to be. Although it will take time, both types of students will learn to speak their second language proficiently. While these students are learning, they will make mistakes. The article states that if teachers correct the mistakes directly, it may discourage students from trying out their new language skills. Modeling the correct language is a much better way of correcting mistakes then using direct correction.

Yesterday, I went to the mall and I have observed few babies in the children center, and I saw the babies mostly talked out the right side more than the left side. Before I went to the mall, I predicted babies will move the mouth of right side more than the left side because I think it like handedness that most people is right handed because the right side always make people feel comfortable when do something. However, that is just my opinion because in the textbook third paragraph on page 138, it says, "The infant's brain has a generalized set of tools that it employs across all of the subdomains of cognitive development. These tools allow infants to extract general principles from all kinds of specific experiences, including language" this is means when babies talking, the left or right mouth side move is depend on the brain function. In addition, I also researched more information about talking babies, and I found when the emotion and language are connected to the brain function.

We must engage with the children and help create interesting and enjoyable experiences in which they can learn from.

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 the time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Kirsten Hummel states, “The one most effective way to increase L2 competence was by exposure to ‘comprehensible input’.” (Hummel, 2014, p. 73) Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each plays a role in language development. However, I believe that to acquire language one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners acquire language differently and so using a variety of resources that are based on the ability of each student is neccesary. There are many theories that have been developed by highly qualified experts in the field of linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

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.

Second language acquisition is a process by which people learn a second language. It refers to any language learned in addition to the first language and the differences between both processes. Second language acquisition is a controversial issue; since, there is no a general agreement about how and when it takes place. Several theories and models have tried to explain the facts that may be involved

Studies have proven that when it comes to first language acquisition the critical period is described as the time between birth and puberty in which it is essential for a child to pick up the needed skills to produce their first language. If not, that child then loses the capability to pick up a native language and thus will not be able to perform as fluently as a child that started from birth. When it comes to the American society these days, most children come from families with monolingual households, however since they did not acquire a second language in the first language acquisition period does not necessarily mean that it is impossible to obtain. Of course it will be harder, but not impossible. In the following paragraphs I will discuss the advantages and disadvantages that has been discovered in trying to learn a second language at an age beyond the first language acquisition critical period and how one of my classmates has dealt with the complexities of learning English.

The steps of first language development can easily be described like that flashy block game found in every arcade. The point is to have the player stack blocks, one on top of another, to build a tower and win a cheap plastic prize. If you play too fast, your haphazardly placed blocks cause the tower to fall violently without notice. The most important part of this game is that you cannot continue to build if you missed a block, and if you try to continue without a stable base you set yourself up for failure. I wish to reflect on this because it explains why my older brother had trouble mastering the steps of L-S-R-W.

Abstract: In second language acquisition, age factors has always been the study focus and one of the most controversial issues of linguistics. Based on the Brain Plasticity Theory and the Critical Period Hypothesis, the purpose is to prove such a hypothesis that the younger the leaner who begins to learn an second language,the greater the probability that he or she will achieve a native-like command of it.