Theories Of First Language Acquisition (Week 2)

The Two Language Theories

Universal Grammar

Usage-based Theories

Universal Grammar

Children are born with innate knowledge about structure of language

have built in mechanism - Language Acquisition Device (LAD)

that helps them learn any language naturally.

universal rules for languages all over the world, irregarding complexity,

Chomsky’s Belief

speech and language are natural actions (hard wired to do so)

can’t prevent anyone from learning language

Have built in language acquisition device

children can learn language to a high standard, despite their surroundings have minimal stimulus.

Universal Language Theory

Although children hear incomplete and incorrect phrases and sentences, they are still able to speak complex and correct sentences.

Critisisms On Chompsky’s Theory

there is a thing called “universal grammar”

it is natural, not memorization

“language instinct” is based on evolution and flexibility

we are biased to analyse speech

Algorithmic, computational, rule-governed (learning formulas) processes occuring in brain

Usage-based theoyr

children get language through talking with others and general cognitive skills

learn by getting knowledge and skills

through social interaction and experience, rather than an innate mechanism. This theory emphasizes the role of context and frequency in language acquisition.

Attention-read

when a child recognises the intention and function of others’ words, as opposed to exact words. e.g., “Can you close the door?” - not questioning ability, but seen as a request.

Pattern Finding

recognises patterns in language to create linguistic schemes

start to use noun-verb-noun utterance - telegraphic stage

Analogy

comparing similar charcteristics in two components of language

when children make analogies, they make generalisations

can result in grammatical errors - e.g. “foots” instead of “feet” - morphological overgeneralisation

Social Interaction Methods

Imitation

Corrective feedback

infant-directed speech

Imitation

Pointing

copying sounds, without understanding the meaning

copying gestures and body language

replicating language based on contextual language

Corrective feedback

caregivers correct the child’s words or sentences, modelling the correct use of language - e.g. “I goed there” - “Yes you went there.”

Infant-directed speech

the way a caregiver talks to a child

higher pitch, exaggerated intonation, speaking more slowly, exaggerating vowel articulation, emphasizing content words at end of sentence.

Critical Age Hypothesis

Ability to learn most amount of language is restricted by age - “when young, acquisition of language is easier.”

Critical Period

Beginning at early childhood to the ends of puberty