Language Acquisition Theories

Flashcards about language acquisition theories.

Structuralism

An approach that views language as a structured system of signs. The meaning of elements in language arises from their relationship with each other, rather than from reference to the external world.

Ferdinand de Saussure

Father of modern structural linguistics that emphasized the synchronic study of language.

Langue

The system of language

Parole

Individual speech acts

Sign = Signifier + Signified

Sound/image + concept

Generative Grammar

A theory that aims to describe the implicit knowledge speakers have about the structure and rules of their native language.

Noam Chomsky

American linguist and cognitive scientist who introduced transformational-generative grammar in the 1950s and argued that language is innate.

Competence

Knowledge of language

Performance

Actual language use

Deep structure

Underlying syntactic structure

Surface structure

Spoken form

Universal Grammar (UG)

Refers to the set of innate principles shared by all human languages.

Principles

Universal aspects of grammar common to all languages.

Parameters

Aspects that vary across languages and must be set based on linguistic input.

Connectionism

A theory that models mental processes as networks of interconnected nodes (or units), resembling the structure of the brain.

Connectionism

Posits that knowledge is not stored in specific locations in the brain but distributed across the network.

Emergentism

Argues that complex cognitive structures arise naturally from simpler components through interactions with the environment.

Usage-Based Theories

Assert that language development is shaped by the patterns of language use that children encounter in their environment.

Functionalism

Emphasizes the role of language as a tool for communication and holds that linguistic structures evolve to serve the needs of speakers in their particular contexts.

Ronald Langacker's Cognitive Grammar

Argues that grammar is not separate from meaning, but reflects cognitive structures that emerge from our experiences and conceptualizations.

Michael Tomasello's Usage-Based Theory

Argues that language is learned through social interaction and shared experiences.

Nativists

Argue that humans are born with an innate language faculty, often referred to as Universal Grammar.

Interactionists

Assert that language acquisition is the result of social interaction and cognitive processes that emerge from a child's environment.

Nativism

The view that language acquisition is seen as an innate ability that humans are born with.

Interactionism

Emphasizes the importance of social interaction between a child and their caregivers.

Critical Period Hypothesis (CPH)

Suggests that there is a window of time in early life when language acquisition is most effective.

Input

Refers to the language a child is exposed to.

Pre-linguistic or Pre-verbal Stage (0-6 months)

Infants are not yet using words but lay the foundation for language.

Babbling Stage (6-9 months)

Infants begin producing repetitive consonant-vowel combinations.

One-word Stage (12-18 months)

Children begin using single words (holophrases) to represent larger ideas.

Two-word Stage (18-24 months)

Children combine two words to form simple sentences, signaling the beginning of grammar.

Early Multi-word Stage (24-30 months)

Children start forming short, more complex sentences but may still make grammatical errors.

Later Multi-word Stage (30+ months)

Children use varied sentence structures, including more complex syntax and vocabulary.

Complex Sentences and Refinement (3-7 years)

Children master complex grammatical structures and vocabulary, showing fluency in syntax and meaning.

First language acquisition

The process by which humans naturally learn their native language, usually during early childhood-without formal instruction.

Phonological development in Infants

Refers to how infants learn the sounds of their language. This begins before birth.

Lexical development

Involves learning words and building a vocabulary.

Syntactic development

Refers to learning how words are combined to form sentences.

Infant-directed speech (IDS) or "motherese"

A high-pitched, exaggerated, slower form of speech that helps infants focus on language patterns.

Joint attention

Both child and caregiver focusing on a toy while naming it helps children link words with meanings.

Early Multiword Speech and Word Combinations

Children begin producing multiword utterances, a sign of developing grammar

Telegraphic speech

Simple, yet logical structures-called telegraphic speech-like "want cookie" or "go park".