CSDS Chapter 2 Part 2

Theoretical Weaknesses of Generative Theory

• Fixed and Semi-Fixed Structures

  • Evolve over time, based on expressions.

  • Example: Phrases like "How's it going?" illustrate context-embedded language.

• Universal Grammar

  • Nativists believe in innate language categories.

  • Limitations: Cannot explain understanding of context-specific phrases without exposure.

• Language Domain of Use

  • Pragmatics is the study of context in social language usage.

  • Universal grammar does not account for context-driven language alteration.

Interactionist Approach

• Definition

  • Emphasizes the importance of the environment in language development.

  • Contrasts with nativist theory which views language learning as biological.

• Children Learn Through Interaction

  • Language acquisition results from a combination of biological predispositions and environmental exposures.

  • Interaction is a key factor; children actively contribute to their learning process.

• Role of Cognition

  • Learning involves broad cognitive mechanisms rather than a specific language acquisition device.

• Child-Directed Speech (CDS)

  • Refers to the adapted way parents speak to children, often using simplified language and higher pitch.

  • Characteristics:

    • Short sentences and questioning

    • Non-baby talk—actual words, not just sounds

  • Key to language development, as shown through research contrasting it with "baby talk" (e.g., "goo goo ga ga").

Skinner vs. Chomsky

• B.F. Skinner

  • Associated with interactionist theory, emphasized modeling and imitation in language learning.

• Steven Pinker

  • Discusses the integration of nativist and constructionist theories, suggesting children memorize sentences while abstracting language rules empirically.

Emergentism and Constructionism

• Emergentism

  • Language emerges from existing patterns in human interaction.

  • No specific language acquisition device; emphasis on cognitive mechanisms.

• Constructionism

  • Usage-based view; children learn symbols that create meanings via exposure.

  • Belief that repeated exposure to language leads to comprehension.

• Both approaches fall under the broader umbrella of interactionist theory and stress environmental influences on language acquisition.

Pragmatics and Language Learning Stages

• Cognition and Language Interrelation

  • As cognitive skills develop, language complexity increases.

  • Example: Children in the two-word stage (around 18 months) begin to use simple language combinations, indicating grasp of language rules.

• Social Interaction

  • Importance of social context in language development and milestones across diverse environments.

Data Collection in Language Research

• Research Components

  • Developing ideas, determining populations, analyzing data, etc.

• Naturalistic vs. Structured Methods

  • Naturalistic methods involve observing child interactions in real-life settings.

• Diverse Sample Size

  • Essential to reflect the larger population, capturing variances across cultures and socioeconomic statuses.

• Quantitative vs. Qualitative Measures

  • Quantitative: Numerical data for general trends.

  • Qualitative: Detailed descriptions of language use.

  • Both types of data serve different purposes in language development studies.

Cross-Language Studies and Goals

• Purpose

  • Investigate universality, linguistic specificity, and acquisition difficulties.

• Goals

  • Identify universal aspects of language and the strategies children use during learning.