What is the approach to language development?
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How Do Children Learn Language? Show
 Highlights:
Let’s take a look at the three main theories of language development and what they mean for you. Three Theories of Language DevelopmentThe Nativist Theory The nativist theory suggests that we are born with a specific language-learning area in our brains. This area’s only responsibility, nativists say, is learning language. Nativists point to this “biological programming” to account for the fact that children around the world reach similar language milestones at similar ages. Supporters of the nativist theory also believe that children are wired to understand basic rules of grammar, like combining nouns and verbs to form phrases. Nativists believe that children will learn language no matter what, regardless of the environment they grow up in. The Behaviorist Theory The behaviorist theory, on the other hand, suggests that language develops as a result of certain behaviors, such as imitating what they hear and responding to the feedback they get. When a baby says “up” and a parent lifts him up, for example, the meaning of the word “up” is reinforced. Or, a toddler calls a zebra a horse, and a caregiver corrects him: “No, that’s a zebra.” For behaviorists language learning is all about a child’s direct experiences with his environment. The Interactionist Theory The interactionist theory says neither biology nor behavior alone shape language learning, but a combination of the two. Rather than one area of the brain being dedicated to language, interactionists believe that children use the same parts of their brain to learn language as they do to learn any other skill. Language learning, they say, is also heavily dependent on meaningful interactions with parents and caregivers that motivate children to understand and use language. Interactionists stress the value of joint attention, in which children and their parents are focused on the same thing while also interacting with each other. What This Means for YouAt BabySparks we are all about interaction! We built our entire program around research showing that meaningful back-and-forth with your little one shapes his brain and affects the trajectory of his entire life. We also rely on well-known studies, like this one, that show the value of parent-child interaction in language learning. So, the takeaway is to not assume that your little one will naturally learn language no matter what. Instead, tune in to your child and offer thoughtful, rich language experiences. Want to learn more about how to do that? Head over to these articles:
By , published 2012 Language is a cognition that truly makes us human. Whereas other species do communicate with an innate ability to produce a limited number of meaningful vocalizations (e.g. bonobos), or even with partially learned systems (e.g. bird songs), there is no other species known to date that can express infinite ideas (sentences) with a limited set of symbols (speech sounds and words). This ability is remarkable in itself. What makes it even more remarkable is that researchers are finding evidence for mastery of this complex skill in increasingly younger children. Infants as young as 12 months are reported to have sensitivity to the grammar needed to understand causative sentences (who did what to whom; e.g. the bunny pushed the frog (Rowland & Noble, 2010). After more than 60 years of research into child language development, the mechanism that enables children to segment syllables and words out of the strings of sounds they hear, and to acquire grammar to understand and produce language is still quite an enigma. Early TheoriesOne of the earliest scientific explanations of language acquisition was provided by Skinner (1957). As one of the pioneers of Behaviorism, he accounted for language development by means of environmental influence. Skinner argued that children learn language based on behaviorist reinforcement principles by associating words with meanings. Correct utterances are positively reinforced when the child realizes the communicative value of words and phrases.
For example, when the child says ‘milk’ and the mother will smile and give her some as a result, the child will find this outcome rewarding, enhancing the child's language development (Ambridge & Lieven, 2011). Universal GrammarHowever, Skinner's account was soon heavily criticized by Noam Chomsky, the world's most famous linguist to date. In the spirit of cognitive revolution in the 1950's, Chomsky argued that children will never acquire the tools needed for processing an infinite number of sentences if the language acquisition mechanism was dependent on language input alone. Consequently, he proposed the theory of Universal Grammar: an idea of innate, biological grammatical categories, such as a noun category and a verb category that facilitate the entire language development in children and overall language processing in adults. Universal Grammar is considered to contain all the grammatical information needed to combine these categories, e.g. noun and verb, into phrases. The child’s task is just to learn the words of her language (Ambridge & Lieven). For example, according to the Universal Grammar account, children instinctively know how to combine a noun (e.g. a boy) and a verb (to eat) into a meaningful, correct phrase (A boy eats). This Chomskian (1965) approach to language acquisition has inspired hundreds of scholars to investigate the nature of these assumed grammatical categories and the research is still ongoing.
Contemporary ResearchA decade or two later some psycho linguists began to question the existence of Universal Grammar. They argued that categories like noun and verb are biologically, evolutionarily and psychologically implausible and that the field called for an account that can explain for the acquisition process without innate categories. Researchers started to suggest that instead of having a language-specific mechanism for language processing, children might utilise general cognitive and learning principles. Whereas researchers approaching the language acquisition problem from the perspective of Universal Grammar argue for early full productivity, i.e. early adult-like knowledge of language, the opposing constructivist investigators argue for a more gradual developmental process. It is suggested that children are sensitive to patterns in language which enables the acquisition process. An example of this gradual pattern learning is morphology acquisition. Morphemes are the smallest grammatical markers, or units, in language that alter words. In English, regular plurals are marked with an –s morpheme (e.g. dog+s). Similarly, English third singular verb forms (she eat+s, a boy kick+s) are marked with the –s morpheme. Children are considered to acquire their first instances of third singular forms as entire phrasal chunks (Daddy kicks, a girl eats, a dog barks) without the ability of teasing the finest grammatical components apart. When the child hears a sufficient number of instances of a linguistic construction (i.e. the third singular verb form), she will detect patterns across the utterances she has heard. In this case, the repeated pattern is the –s marker in this particular verb form. As a result of many repetitions and examples of the –s marker in different verbs, the child will acquire sophisticated knowledge that, in English, verbs must be marked with an –s morpheme in the third singular form (Ambridge & Lieven, 2011; Pine, Conti-Ramsden, Joseph, Lieven & Serratrice, 2008; Theakson & Lieven, 2005). Approaching language acquisition from the perspective of general cognitive processing is an economical account of how children can learn their first language without an excessive biolinguistic mechanism. ConclusionHowever, finding a solid answer to the problem of language acquisition is far from being over. Our current understanding of the developmental process is still immature. Investigators of Universal Grammar are still trying to convince that language is a task too demanding to acquire without specific innate equipment, whereas the constructivist researchers are fiercely arguing for the importance of linguistic input. The biggest questions, however, are yet unanswered. What is the exact process that transforms the child’s utterances into grammatically correct, adult-like speech? How much does the child need to be exposed to language to achieve the adult-like state? What account can explain variation between languages and the language acquisition process in children acquiring very different languages to English? The mystery of language acquisition is granted to keep psychologists and linguists alike astonished a decade after decade. How to reference this article:How to reference this article:Lemetyinen, H. (2012, October 24). Language acquisition. Simply Psychology. www.simplypsychology.org/language.html APA Style ReferencesAmbridge, B., & Lieven, E.V.M. (2011). Language Acquisition: Contrasting theoretical approaches. Cambridge: Cambridge University Press. Chomsky, N. (1965). Aspects of the Theory of Syntax. MIT Press. Pine, J.M., Conti-Ramsden, G., Joseph, K.L., Lieven, E.V.M., & Serratrice, L. (2008). Tense over time: testing the Agreement/Tense Omission Model as an account of the pattern of tense-marking provision in early child English. Journal of Child Language, 35(1): 55-75. Rowland, C. F.; & Noble, C. L. (2010). The role of syntactic structure in children’s sentence comprehension: Evidence from the dative. Language Learning and Development, 7(1): 55-75. Skinner, B.F. (1957). Verbal behavior. Acton, MA: Copley Publishing Group. Theakston, A.L., & Lieven, E.V.M. (2005). The acquisition of auxiliaries BE and HAVE: an elicitation study. Journal of Child Language, 32(2): 587-616. Recommended ReadingAn excellent article by Steven Pinker on Language Acquisition Pinker, S. (1995). The New Science of Language and Mind. Penguin. Tomasello, M. (2005). Constructing A Language: A Usage-Based Theory of Language Acquisition. Harvard University Press. How to reference this article:How to reference this article:Lemetyinen, H. (2012, October 24). Language acquisition. Simply Psychology. www.simplypsychology.org/language.html Home | About Us | Privacy Policy | Advertise | Contact Us Simply Psychology's content is for informational and educational purposes only. Our website is not intended to be a substitute for professional medical advice, diagnosis, or treatment. © Simply Scholar Ltd - All rights reserved What are the three approaches to language development?Despite the fact that some theories have come to the fore from time to time to explain how children acquire a language skill. There are three pivot approaches to this issue dominating the lit- erature which are the behaviourist, the linguistic, and the in- teractionist approaches (Maviş, 2007).
What are some major approaches to studying language development?Approaches to Studying Human Language Development. Continuity Theory. Many of the theories having to do with the development of language are continuity theories. ... . Discontinuity Theory. A converse set of theories are often known as discontinuity theories. ... . Cultural Theories.. What is approach in language acquisition?An approach is a way of looking at teaching and learning. Underlying any language teaching approach is a theoretical view of what language is, and of how it can be learnt. An approach gives rise to methods, the way of teaching something, which use classroom activities or techniques to help learners learn.
What are the two approaches of language?Throughout history, there have been just over 30 popular approaches to language learning. However, there are around 10 that are most widely known including task-based learning, the communicative approach, grammar-translation and the audio-lingual approach.
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