16240_13First Language AcquisitionSP08.pdf

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Microsoft PowerPoint - 13First Language AcquisitionSP08
First Language Acquisition
“ The capacity to learn language is deeply
ingrained in us as a species, just as the capacity
to walk, to grasp objects, to recognize faces.
We don’t find any serious difference in children
growing up in congested urban slums, in
isolated mountain villages, or in privileged
suburban villas”
Dan Slobin, The Human Language Series 2(1994)
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First Language Acquisition
¡ Every language is complex.
¡ Before the age of 5, the child knows most of
the intricate system of grammar.
¡ Use the syntactic, phonological, morphological
and semantic rules of the language
¡ Join sentences
¡ Ask questions
¡ Use appropriate pronouns
¡ Negate sentences
¡ Form relative clauses
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First Language Acquisition
¡ Learning to speak and understand a
language is different than learning to read
and write.
¡ “ We are designed to walk.. That we are
taught to walk is impossible. And pretty
much the same is true of language.
Nobody is taught language. In fact you
can’t prevent a child from learning it”
Chomsky 1994
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Issues in first language
acquisition
¡ How do children acquire such a complex system
so quickly and effortlessly?
¡ Does a child decide to consciously pursue certain
skills? (e.g., walking)
¡ Do babies make a conscious decision to start
learning a language?
¡ We correct children’s errors sometimes. Does it
help?
¡ ‘ Nobody don ’ t like me ’
¡ Noisy data
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Theories of language acquisition
¡ Nature vs. Nurture
¡ Behaviorism (1950s)
¡ Children learn language through imitation,
reinforcement and analogy
¡ He go out.
¡ A my pencil
¡ What the boy hit?
¡ Nobody don’t like me
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Theories of language
acquisition
¡ Innateness hypothesis
¡ Children are equipped with an innate
template for language (Language
Acquisition Device and Universal
Grammar)
¡ Evidence: we end up knowing more about
language than what we hear around us.
¡ The same stages in all cultures and
languages
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Basic requirements
¡ Environment and interaction to bring
this capacity into operation- E.g. Genie
– cultural transmission
¡ The child must be physically capable
(being able to hear)
¡ Interaction.
¡ All these requirements are related.
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The acquisition schedule
¡ In spite of different backgrounds, different
locations, and different upbringings, most
children follow the very same milestones in
acquiring language.
¡ The biological schedule is related to the
maturation of the infant’s brain to cope with
the linguistic input
¡ Young children acquire the language by
identifying the regularities in what is heard
and applying those regularities in what they
say
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Caretaker Speech (motherese)
¡ A type of simplified speech adopts by
someone who spends time with the child
characterized by:
¡ Frequent use of questions
¡ Simplified lexicon
¡ Phonological reduction
¡ Higher pitch- extra loudness
¡ Stressed intonation
¡ Simple sentences
¡ A lot of repetition
¡ Oh, goody! Now Daddy will push choochoo!
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Caretaker Speech (motherese)
¡ Assign interactive roles to young children
¡ MOTHER: Look!
¡ CHILD: (touches picture)
¡ MOTHER: what are those?
¡ CHILD: (vocalizes a babble string and smiles)
¡ MOTHER: yes, there are rabbits
¡ CHILD: Vocalizes and smiles
¡ MOTHER: (laughs) yes, rabbit
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