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DEFINITIONS
1) First language (L1): 2) Second language (L2): 3) Foreign language (FL) 4) Target language (TL)
Babbling
Babies use sounds to reflect the characteristics of the different language they are learning.
First Words
Around 12 months ( one-word stage):
one or two recognizable words (esp. content word); Single-word sentences.
By the age of 4
Most children are able to: ask questions, give commands, report real events, create stories about imaginary ones with correct word order and grammatical markers most of the time.
basic structures of the language less frequent and more complex linguistic structures. use of the language in a widening social environment.
The quality and quantity of the language that the child hears, as well as the consistency of the reinforcement offered by others in the environment, would shape the childs language behavior.
Children come to know more about the structure of their language than they could be expected to learn on the basis of the samples of language they hear. The language children are exposed to includes false starts, incomplete sentences and slips of the tongue, and yet they learn to distinguish between grammatical and ungrammatical sentences. Children are by no means systematically corrected or instructed on language by parents.
language acquisition
learning to walk.
The ways in which their own language make use of those principles
CONCLUSION
Childrens acquisition of grammatical rules is guided by principles of an innate UG which could apply to all languages. Children know certain things of the language just by being exposed to a limited number of samples.
Language is separate from other aspects of cognitive developments (e.g., creativity and social grace) and may be located in a different module" of the brain.
The language children are exposed to does not contain examples of all the linguistic rules and patterns. Animals cannot learn to manipulate a symbol system as complicated as the natural language of a 3- or 4-year-old child.
There is a specific and limited time period (i.e., critical period ) for the LAD to work successfully. Only when it stimulated at the right time
Virtually every child learns language on a similar schedule in spite of different environments.
Three case studies of abnormal language development - evidence of the CPH
Victor a boy of about 12 years old (1799) Genie a girl of 13 years old (1970) Deaf signers (native signers, early learners, vs. late learners)
Problems of Innatism: Too much emphasis on the final state but not enough on the developmental aspects of language acquisition.
Language was ONE manifestation of the cognitive and affective ability to deal with the world Innatists dealt with FORMS of the language, not with the FUNCTIONAL levels of meaning constructed from SOCIAL INTERACTION
INTERACTIONISM: Bruner
Language acquisition is an example of childrens ability to learn from experience. What children need to know is essentially available in the language they are exposed to.
LANGUAGE DEVELOPMENT
MODIFIED SPEECH
CARETAKER TALK
It is the way adults modify their speech when communicating with kids. Slower rate of speech Higher pitch More varied intonation Shorter simpler sentence patterns Frequent repetition Paraphrase
Developmental psychologists attribute more importance to the environment But they recognize a powerful learning mechanism in the human brain.
PIAGET
Children s cognitive development determines their language development.
Language
was one of a number of symbol systems developed in childhood, rather than a separate module of the mind.
Language
VYGOTSKY
Sociocultural theory of human mental processing. He argued that language develops primarily from social interaction.
Vygotsky observed the importance of conversations which children have with adults and with other children and saw in these conversations the origins of both language and thought.
THOUGHT
SPEECH