9.2 Theories of language acquisition
2 min read•july 25, 2024
Language acquisition theories spark debate between innate abilities and environmental learning. Nativists argue for a biological language capacity, while empiricists emphasize experience-based learning. These approaches shape our understanding of how children rapidly develop complex linguistic skills.
The debate extends to evaluating acquisition theories. Nativist views explain universal patterns but face empirical challenges. Empiricist perspectives highlight observable learning but may oversimplify. Interactionist approaches balance innate and environmental factors, offering a more comprehensive view of language development.
Nativist vs. Empiricist Approaches
Nativism vs empiricism in acquisition
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- Nativist approach posits innate language capacity hardwired in brain facilitates rapid acquisition ()
- Empiricist approach emphasizes learning through experience and environmental input shapes language development ()
- debate central to differences between approaches
- Nativists argue for biological predisposition while empiricists stress environmental factors
- 's theories underpin nativist view, contrasting with behaviorist and social learning theories
Innateness hypothesis principles
- (LAD) hypothesized innate mechanism processes linguistic input
- Universal Grammar proposes set of innate principles common to all languages
- argument suggests input insufficient to account for complex language acquisition
- supports notion of biologically determined language learning window
- Rapid, uniform acquisition across cultures cited as evidence for innate capacity
- (subject-verb-object order) observed across diverse languages
- Studies on deaf children spontaneously creating sign languages support innate language faculty
Interactionist and Evaluative Perspectives
Input and interaction in acquisition
- (motherese) characterized by simplified vocabulary, exaggerated intonation
- Frequency and quality of language exposure impact acquisition rate and proficiency
- stresses importance of understandable language slightly above learner's level
- Social context shapes language learning through cultural norms and practices
- and in conversations foster language development
- occurs when learners clarify misunderstandings (asking for repetition)
- techniques involve parental support gradually reduced as child's competence increases
- (Vygotsky) describes optimal learning space between current and potential ability
Theories of acquisition evaluation
- Nativist strengths explain universal patterns, rapid acquisition across languages
- Nativist limitations include difficulty empirically testing innate structures, underestimating environmental factors
- Empiricist strengths emphasize observable learning processes, account for individual differences
- Empiricist limitations struggle explaining complex structure acquisition, may oversimplify learning process
- Interactionist strengths balance innate and environmental factors, explain developmental variability
- Interactionist limitations include complexity measuring nature vs. nurture contributions, challenges creating comprehensive models
Key Terms to Review (18)
Behaviorism: Behaviorism is a psychological theory that emphasizes the importance of observable behaviors over internal mental processes in understanding how individuals learn. This approach suggests that language acquisition occurs through conditioning, reinforcement, and imitation, rather than innate abilities or cognitive development. In the context of language acquisition, behaviorism focuses on how environmental stimuli and responses shape language learning in children.
Child-directed speech: Child-directed speech, often referred to as 'baby talk' or 'motherese', is a specialized form of speech that adults use when communicating with young children. This type of speech is characterized by a higher pitch, exaggerated intonation, slower tempo, and simpler vocabulary, making it easier for children to grasp language. It plays a crucial role in language acquisition by attracting children's attention and helping them learn the sounds and structures of their native language.
Chomsky: Noam Chomsky is a renowned linguist who revolutionized the study of language acquisition with his theories, especially the idea that humans are born with an innate ability to acquire language. He proposed that there exists a universal grammar underlying all languages, which serves as the foundation for language development in children, suggesting that this ability is hardwired into the human brain.
Comprehensible Input Hypothesis: The comprehensible input hypothesis is a theory suggesting that learners acquire language most effectively when they are exposed to language input that is slightly above their current proficiency level, making it understandable yet challenging. This concept emphasizes the importance of providing learners with language that they can comprehend while still pushing them to develop their skills further. It connects to the understanding of how language acquisition occurs and highlights the need for appropriate input in the process of learning a second language.
Critical Period Hypothesis: The critical period hypothesis posits that there is a specific time frame in human development during which the acquisition of language occurs most easily and effectively. This idea suggests that if language learning does not take place within this period, typically thought to be from birth until puberty, it becomes significantly more difficult or even impossible to achieve native-like proficiency. This concept connects deeply with theories of how languages are acquired and how second languages are learned, suggesting that age plays a crucial role in language development.
Empiricist theory: Empiricist theory is the idea that knowledge is primarily gained through sensory experience and observation. This theory suggests that language acquisition occurs as individuals interact with their environment, learning through exposure and reinforcement rather than through innate knowledge or pre-existing structures.
Interactionist theory: Interactionist theory is a perspective in language acquisition that emphasizes the role of social interaction and communication in the learning process. This theory suggests that language development is influenced by both innate biological factors and the social environment, highlighting the importance of interaction with caregivers and peers in acquiring language skills.
Joint attention: Joint attention is a social and cognitive phenomenon where two individuals focus on the same object or event, often involving shared gaze or gestures. This interaction is crucial for language development, as it allows children to connect words with the objects or actions they refer to, facilitating the learning process through social engagement.
Language acquisition device: The language acquisition device (LAD) is a theoretical construct proposed by Noam Chomsky that suggests humans are born with an innate ability to acquire language. This device allows children to effortlessly learn the complexities of language, including grammar and vocabulary, through exposure to their linguistic environment. The concept emphasizes the biological predisposition for language learning and the universal aspects of language across different cultures.
Linguistic universals: Linguistic universals are features or principles that are common to all human languages, suggesting that there are innate structures within language that all humans share. These universals can manifest as grammatical patterns, phonetic characteristics, or semantic concepts, and they support the idea that language acquisition is influenced by biological factors inherent in human cognition.
Nativist theory: Nativist theory posits that humans are born with an innate ability to acquire language, suggesting that the capacity for language is hardwired into the brain. This perspective highlights the idea that linguistic ability is not solely a result of environmental factors but is also significantly influenced by biological predispositions, connecting closely to how language development occurs and the stages through which individuals progress as they learn to communicate.
Nature vs. nurture: Nature vs. nurture is a debate concerning the relative influence of genetics (nature) and environment (nurture) on human development, including language acquisition. This discussion explores how innate biological factors and life experiences interact to shape an individual's abilities, behaviors, and traits, particularly in how language is learned and used.
Negotiation of meaning: Negotiation of meaning refers to the process through which speakers and listeners interact to clarify and reach mutual understanding during communication. This involves asking questions, rephrasing, and providing feedback to ensure that both parties grasp the intended message, which is crucial in both first and second language acquisition as learners develop their language skills and comprehension.
Poverty of the stimulus: Poverty of the stimulus refers to the idea that the linguistic input children receive is insufficient to explain their ability to acquire complex language structures. This concept suggests that children can produce and understand sentences they have never heard before, implying that they possess innate linguistic knowledge that extends beyond what they learn from their environment.
Scaffolding: Scaffolding is an instructional technique that involves providing temporary support to learners as they develop new skills or understanding. This concept is vital in language acquisition, where initial assistance is gradually removed as the learner becomes more competent. By utilizing scaffolding, educators can create a supportive environment that encourages independence in language use and comprehension.
Turn-taking: Turn-taking is a fundamental aspect of conversation where speakers alternate in speaking and listening, allowing for a smooth flow of dialogue. This process is crucial for effective communication, as it helps maintain coherence and ensures that all participants have the opportunity to contribute. Additionally, turn-taking involves various cues and strategies that speakers use to signal when they wish to speak or when they are finished, which is essential in both informal discussions and structured interactions.
Universal Grammar: Universal grammar is a theory that suggests all human languages share a common underlying structure, which is innate to the human mind. This concept implies that the ability to acquire language is pre-wired in humans, allowing children to learn any language they are exposed to during their formative years. This idea connects to both how we initially learn our first language and how we approach learning additional languages later in life.
Zone of Proximal Development: The zone of proximal development (ZPD) refers to the difference between what a learner can do independently and what they can achieve with guidance or collaboration from a more knowledgeable individual. This concept highlights the importance of social interaction and support in the learning process, suggesting that optimal learning occurs when instruction is tailored to a student's current capabilities while also pushing them toward more advanced skills.