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Theories of language acquisition and development
Theories of language acquisition and development
Three language acquisition theories
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In the article “Becoming a Native Listener” written by Janet F. Werker, describes that infants learn to discriminate sounds of their native tongue at an incredibly young age. The author provides a few studies to show how young infants are able to discriminate against sounds of their own language better than adults. This article was interesting because it shows how infants can identify more categories of speech sounds or phonemes. Babies can discriminate many sounds in all human languages and this shows that at an extremely young age, children are truly special at this age. Even though they can differentiate these sounds when they are newborns, as they get older, they can only recognize the sounds in their native language. This article pointed …show more content…
This brings a responsibility to the parents to make sure that they care for their child so that they can enhance their native language and possibly others as well. Children’s brains develop fast and it starts to create the foundation for their learning in the future. How parents care for their children can truly impact them in their development and learning skills. One important aspect that parents can do is talk to their child as much as possible. This starts to introduce children to different sounds and words in their native language and can help them develop their language skills. It can help children develop their language skills much faster. Another thing that parents can do is show positive reinforcement to their children by clapping when they begin to develop language skills. When they are infants, they use their body language or make eye contact to communicate with their parents. Showing positive reinforcement to these beginning stages of language can positively impact the growth of their language skills. This topic is important because it shows how crucial this period of time is in the development of language
Baby signing is used to teach children who are not yet speaking to communicate through symbolic hand gestures. Many researchers believe this form of communication is beneficial to families in that it may relieve frustration for the baby (Gongora & Chammarrita, 2009). For example, a child who is taught sign language can make the sign for juice to communicate that he or she is thirsty (Gongora & Chamarrita, 2009). Also, baby signing is believed to promote a bond between the child and parent, as well as improve language development (Gongora & Chammarrita, 2009). Over the yeears, baby signing programs have gained much attention in the media. As a result, many parents have purchased these programs with aticipations of accelerating their children’s development ( Gongora & Chamarrita, 2009). Years have been dedicated to this research; however, evidence to support the beneficial claims of baby signing remains unclear.
The topic for today’s reading was, Behavioral Language Assessment: Part 2 (VB-MAPP). In one of the assigned readings, Assessing Your Child, we read how most speech pathologists look at language as either expressive or receptive, and that talking is a learned behavior controlled by environmental variables such as motivation, reinforcement, and antecedent stimuli. As we talk, we receive some sort of acknowledgement for our speech and this is how language begins to take shape in typically developing babies. Speech pathologist call expressive language to what is known as the four primary verbal operant (the mand, tact, echoic, and interverbal), and receptive language to the nonverbal operant (imitation, and visual performance). However, to assess to the child’s skills the parents or professors may use reinforces to rewards the child’s actions, which is what the second reading, Developing Reinforcers, stated. The rewards of the actions reinforced their determination and made their good behavior increase in the future. Everyone responds to reinforcement even children developmentally delayed, children are no different, and when they are rewarded for behaviors, they will respond positively. Also, this read talked about how to choose the child’s reinforces such as food, videos, or DVDs as well as how to develop the reinforces and to paring them with the learning environment. The pairing is the process in which parents or professors as well as the room and materials are associated with these items of interest. Notwithstanding, pairing is an ongoing process and is not something that can be done in a few days or a week, pairing needs to be reinforced throughout the time any caregiver or professional works with the child. It ...
When most people think of the process of language development in “normal” children, the concepts that come to mind are of babies imitating, picking up sounds and words from the speakers around them. Trying to imagine that a child who cannot hear one single sound a person makes can learn to speak a language is absolutely fascinating. These children range from amazin...
Language is integral to learning as it is linked to our thoughts. It helps us to organise our thoughts in an organised way. If a child has difficulties in communicating with others due to a speech and language delay or disorder, they will not be working to their full potential, as they will be less able to organise their thought processes and express themselves. This becomes even more of a problem as children become older and the curriculum becomes more demanding, the use of rational and abstract thinking will become more important, hence the importance of early detection and intervention. The early years are a time of rapid learning and development, therefore the earlier the diagnosis of delayed language acquisition, the easier it will be for professionals and others to target the childâ€TMs needs so that they are able to give appropriate support, thus benefiting the
Everyone has experienced hearing a language they do not understand. In that context, the words seem to consist of a meaningless series of sounds; this is often ascribed to the listener not knowing the definitions of the vocabulary used. However, in addition to not being familiar with the words said, a person who does not understand the language will hear and process the sounds differently than a native speaker. This fact is partially explained by categorial perception, a perceptual-learning phenomenon in which the categories of different stimuli possessed by an individual affect his or her perception.
Neuronal plasticity found in infants, and the learning process has been of keen interest to neurobiologists for some time. How does the brain develop and attain the skills we need as one grows is fascinating. It is commonly understood that a crying infant can only be consoled by his/her mother, and is able to recognize her voice over the voice of a stranger. A number of studies have also been done on the distinct reaction of infants to sounds of their own language versus a foreign language, familiar melodies or fragments of stories they may have heard repeatedly during the fetus stage (Partanen et. al, 2013). However, these studies relied heavily on the infant’s reactions, which bared little credibility (Skwarecki, 2013). One research team developed a technique to show that infants actually develop memory of the sounds they hear while in the womb, and are able to recognize the similar sounds at the time of birth. The team was able to trace changes in brain activity in new born infants, and thus provided quantitative evidence that memory forms before birth (Partanen et. al, 2013). This paper begins by examining the literature that identifies associations between MMR used as a tool to measure auditory input and Exposure to Psuedoword and how its varations create memory traces.
This essay is about a child’s development and learning, focusing primarily on language development. It will describe the main stages of developmental "milestones" and the key concepts involved for children to develop their language skills, discussing language acquisition and social learning theory. The essay will also look into the key theorists involved in language development, primarily Vygotsky and Chomsky, and how these theories have had an impact on the way society views language and their implementation within schools. The essay will describe the factors affecting language development, both biological and environmental. While also discussing key arguments among theorists, one being the nature vs nurture debate, and how these play a part in the teaching in schools.
Over the next few months the child will grow and develop so much that every day will be filled with mouth dropping excitement. Hearing for infants will become more defined but will still need more development to reach their full range of hearing. In the text the author me...
When infants are acquiring their first language, adults speak to them differently than they would speak to other adults. This kind of speech is formally named “Infant-Directed speech”, but is also referred to as “baby talk” and “motherese”. Infant-Directed (ID) speech has several properties that distinguish it from Adult-Directed (AD) speech. There is a debate over whether or not ID speech helps infants acquire language or is a hindrance in their language acquisition process Several experiments have been performed to test the effect of ID speech on infants’ language learning. These experiments all used different properties of ID speech. Overall, the experiments have proved that ID speech helps infants acquire language better than AD speech for different reasons. Further studies can be performed on ID speech to learn more about its effects on second language acquisition and on different ages.
There are three main theories of child language acquisition; Cognitive Theory, Imitation and Positive Reinforcement, and Innateness of Certain Linguistic Features (Linguistics 201). All three theories offer a substantial amount of proof and experiments, but none of them have been proven entirely correct. The search for how children acquire their native language in such a short period of time has been studied for many centuries. In a changing world, it is difficult to pinpoint any definite specifics of language because of the diversity and modification throughout thousands of millions of years.
Child development language is a process by which children come to communicate and understand language during early childhood. This usually occurs from birth up to the age of five. The rate of development is usually fast during this period. However, the pace and age of language development vary greatly among children. Thus, the language development of a child is usually compared with norms rather than with other individual children. It is scientifically proven that development of girls language is usually at a faster rate than that of boys. (Berk, 2010) In other terms language development is also a crucial factor that reflects the growth and maturation of the brain. However, this development usually retards after the age of five making it very difficult for most children to continue learning language. There are two major types of language development in children. These include referential and expressive language development styles. In referential language development, children often first speak single words and then join the words together, first into –word sentences and then into th...
How do children acquire language? What are the processes of language acquisition? How do infants respond to speech? Language acquisition is the process of learning a native or a second language. Although how children learn to speak is not perfectly understood, most explanations involve both the observations that children copy what they hear and the inference that human beings have a natural aptitude for understanding grammar. Children usually learn the sounds and vocabulary of their native language through imitation, (which helps them learn to pronounce words correctly), and grammar is seldom taught to them, but instead that they rapidly acquire the ability to speak grammatically. Though, not all children learn by imitation alone. Children will produce forms of language that adults never say. For example, “I spilled milk on hisself” or “Debbie wants a cookie”. This demonstrates that children have the desire to speak correctly and have self-motivating traits to communicate. This supports the theory of Noam Chomsky (1972)-that children are able to learn grammar of a particular language because all intelligible languages are founded on a deep structure of universal grammatical rules that corresponds to an innate capacity of the human brain. Adults learning a second language pass through some of the same stages, as do children learning their native language. In the first part of this paper I will describe the process of language acquisition. The second part will review how infants respond to speech.
Language is a multifaceted instrument used to communicate an unbelievable number of different things. Primary categories are information, direction, emotion, and ceremony. While information and direction define cognitive meaning, emotion language expresses emotional meaning. Ceremonial language is mostly engaged with emotions but at some level information and direction collection may be used to define a deeper meaning and purpose. There is perhaps nothing more amazing than the surfacing of language in children. Children go through a number of different stages as language develops. According to Craig and Dunn, (2010), “Even before birth, it appears that infants are prepared to respond to and learn language” (p. 112). Children develop these skills quickly with nature and nurture influences. Researchers have proposed several different theories to explain how and why language development occurs. This paper is an overview of the process of early childhood language development with research evidence supporting the information stated.
The aim of this essay is to explore language acquisition and compare and contrast different theories of language acquisition and language development. Language in its most basic form is used to communicate our needs and wants. It encompasses a range of modes of delivery including signing, spoken and written words, posture, eye contact, facial expressions and gestures. So how do we learn ‘language’? Are we born with the skills for communication, or is it something that we have to learn or have taught to us? Four theories are looked at in this essay to determine how children acquire and then develop language. These theories include behaviourist, nativist, cognitivist and sociocultural. This essay will highlight some similarities and differences in each theory and what impact these have on a child’s acquisition and development of language. Lastly we will look at the implications of these theories when working with children. Can a classroom teacher deliver a quality literacy program based on just one of these theories or does it need to incorporate components of all four? Sims, (2012) pp. 21 states ‘’High-quality learning experiences in the early years of life enhance children’s cognitive and language skills’’. This places a great responsibility on educators and teachers alike to provide an environment which is rich in learning opportunities that will encourage both the acquisition and development of language.
Further in this term-paper I am going to describe the stages in child language acquistion starting from the very birth of an infant till the onset of puberty.