THEORETICAL APPROACHES TO LANGUAGE ACQUISITION

Presented by Evangeline M. Leduna 26 Nov 2011

John N. Bohannon III

> Butler University

John D. Bonvillian
> University of Virginia

What is Language Acquisition?

the process by which humans acquire the capacity to perceive, produce and use words to understand and communicate. This capacity involves the picking up of diverse capacities including syntax, phonetics, and an extensive vocabulary.

Distinguishing Features of Theoretical Approaches

Structuralism vs. Functionalism > Structuralism attempts to discover invariant processes or mechanisms underlying observable data. > Functionalism seeks to establish predictive relationships between environmental or situational variables and language

Structuralism

I want milk.
Subject Main Verb Object

Functionalism

I want milk.
Examine the situation in which the utterance occured The occurence of the utterance is jointly determined by the context (presence of mother) and the consequences of the behavior (receiving a glass of milk)

Distinguishing Features of Theoretical Approaches

Competence vs. Performance > Competence the individuals knowledge of language, or the underlying rules that may de deduced from language behavior. > Performance actual language use Both refer to the individuals abstract linguistic knowledge and to the use of this knowledge

Distinguishing Features of Theoretical Approaches

Nativism vs. Empiricism > Nativism a belief that some critical aspects of the language system must be innate. > Empiricism environmental agents are most responsible for language acquisition Language acquisition is determined both by childrens innate capacities and their linguistic experiences

Three Main Groups of Theoretical Approaches to Language Acquisition

1. Behavioral 2. Linguistic 3. Interactionist > Cognitive Interactionist *Information Processing Approach the Competition Model > Social Interactionist

Behavioral Approaches
Search for observable environmental conditions (stimuli) that occur and predict specific verbal behaviors Emphasize performance over competence Focus on the functions of language Focus on learning empirical The child is typically viewed as passive Application of classical and operant conditioning and imitation

Behavioral Approaches
Language devt is determined by the course of training not by maturation Children learn language because they hear it frequently and they are rewarded for using it Language acquisition is a form of behavioral change over time

Linguistic Approaches
Language is innate in humans. Children are pre-wired for language Children need minimum environmental input Language Acquisition Device Focus on syntax Biased towards the structural and nativist ends of the continuum. Environment merely triggers the maturation of a physiologically based language system (LAD) Favors competence over performance

Linguistic Approaches
Because the LAD is assumed to function in all children, it must allow the acquisition of any language. Children learn language because it is part of human biology

Interactionist Approaches
Assume that many factors affect the course of devt and these factors are mutually dependent upon, interact with, and modify one another. Environment input is critical Child is active Child expresses intent; caregivers expand, extend and scaffold his/her use of language Learned in authentic contexts

Interactionist Approaches Piagets Cognitive Approach

Emphasizes internal structure as the ultimate determinants of behavior Assumes that language per se, is not a separate faculty but is only one of several abilities that result from cognitive maturation Language is structured or constrained by reason The sequence of cognitive devt determines the sequence of language devt

Interactionist Approaches Piagets Cognitive Approach

Thinking drives language devt Children build schema/knowledge and language based on the meanings they experience General learning processes (biases) allow people to identify patterns and relationships and categorize information

Interactionist Approaches Information Processing Approach The Competition Model

The human information processing system is a mechanism that encodes stimuli from the environment, interprets those stimuli, stores in memory stimulus representations and results of operations on them, and allows information retrieval. Children are information processors in transition from novice to skilled status

Interactionist Approaches Information Processing Approach The Competition Model

Address language performance rather than competence Empirical children learn speech from the exemplars provided to them

Interactionist Approaches Social Interaction Approach

Combines many aspects of both the traditional behaviorist and linguistic positions Emphasis on childs responsiveness to adult social cues in the key to language devt Children focus on caregivers (gaze, facial expressions and gestural cues) to identify words/utterance meanings When human beings use symbols to communicate, patterns emerge and become consolidated into grammatical constructions

Interactionist Approaches Social Interaction Approach

Language structure emerges from language use Maturation is critical and children cannot acquire language until a certain level of cognitive devt has been attained The innate linguistic predispositions must interact with the environment factors in order for language to develop