1st stage of first-language aquisition
between 6-8 months
babbling stage
child makes repetitive patterns of sound with mouth
2nd stage of
... [Show More] first-language aquisition
one-word stage
9-18 months
child makes basic word stems and single open-class words
3rd stage of first-language aquisition
two-word stage
18-24 months
child begins making miniature sentences with simple semantic relations
4th stage of first-language aquisition
early telegraph stage (multiword/morpheme stage)
24-30 months
child begins to express sentence structures with lexical rather than functional or grammatical morphemes
5th stage of first-language aquisition
later multiword stage
30+ months
characteristic grammatical or functional structures of the primary language emerge and are incorporated
Behavioralist Model
B.F Skinner
-individuals learn language as direct response to stimuli
-patterns of language produce certain activities in external world and individual develops response to those stimuli
-problems with this theory=
*creation of language is improvisionary
*linguistic response does not always elicit clear or recognizable rewards, which suggests it would be difficult for a child to have his responses reinforced.
Nativist Model
Noam Chomsky
-attempts to explain how people are able to understand and produce infinite number of linguistic expressions
-asserts that individuals are born w/ a universal grammar wired into their brains, which they use as a template for language acquisition.
-principles of language are innate and parameters of each language are acquired in first few years of life.
-theory present in contemporary thought
Vygotsky
sociocultural theory states that learning begins as a result of interpersonal communication and then is internalized as intrapersonal
-coined phrase "zone of proximal development"
(difference b/t what a person knows & what they could know w/ a bit of assistance from someone else)
Bronfenbrenner
-his ecological model describes development in terms of four nested levels:
(1) microsystem
(child's immediate environment)
(2) mesosystem (interactions between components of the microsystem)
(3) exosystem (more general elements of child's environment)
(4) macrosystem (overarching cultural influences, like cultural beliefs)
Steven Pinker
-theorist on human language acquisition
-added to chomsky's ideas that human beings are born with an innate capacity learning and understanding language.
-argued the cause of this was millions of years of evolution.
-language= increase of chance of survival
Jim Cummins
-coined Basic Interpersonal Communicative Skills (BICS)
-coined Cognitive Academic Language Proficiency (CALP)
Basic Interpersonal Communicative Skills (BICS)
use of language in informal and social settings
Cognitive Academic Language Proficiency (CALP)
use of language in the classroom
Cognitive Model
-developed by Piaget
-individuals develop linguistic skills in order to control theri enviroment
1st Stage of Cognitive Development (Piaget)
sensorimotor intelligence
(zero to two years)
child learns to physically handle objects of the outside world
2nd Stage of Cognitive Development (Piaget)
preoperational thought
(two to seven years)
child improves physically and begins to think conceptually
3rd Stage of Cognitive Development (Piaget)
concrete operations
(seven to eleven)
child develops logic thinking skills and formal operations
4th Stage of Cognitive Development (Piaget)
formal operations
(11 to fifteen years)
child thinks abstractly and can develop mental hypotheses.
Acquisition-learning model
-two ways in which individual develops proficiency in a second language
(1) acquisition- subconscious way by which vocabulary and basic rules of grammar are absorbed
(2) learning-a conscious study and knowledge of vocabulary and grammar
(ultimately, long term exposure leads to development of unconscious rules and idiom.
Input hypothesis
Krashen's models of second-language aquisition
-individuals need to be given information slightly above their ability level in a given language
Monitor hypothesis
when an individual learned rules of grammar, he is able to monitor consciously discourse he hears in the future.
sociocognitive approach to language development
true competence is demonstrated in the ability to express oneself in different social contexts. emphasizes importance of conversation [Show Less]