FIRST LANGUAGE ACQUISITION

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The COGNITISTS
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COGNITISTS

• The COGNITISTS try to answer the question
• How language is developed?

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COGNITISTS

• According to the COGNITISTS,
• language is developed simultaneously with the
  childs intellectual growth.

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COGNITISTS

• Linguistic structures will appear and later
  develop in the language of the child, only if
  there is an already-established cognitive
  foundation.

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COGNITISTS

• This means that less complex structure appears in
  the language of the child (acquired) earlier than
  more complex structure.

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COGNITISTS

• e.g. present progressive (She is writing) is
  acquired before present perfect (She has
  written) or present perfect progressive (She has
  been writing)

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COGNITISTS

• The child follows a number of strategies in order
  to understand the language.
• These strategies are called operating principles

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COGNITISTS

• 1. AVOID EXECPTIONS
• Overgeneralization strategy
• e.g. breaked, mans for broke, men

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COGNITISTS

• 2. Underlying meaning-relationships should be
  marked clearly
• This shows why active is easier than passive
• 1) Layla drinks tea after dinner
• 2) Tea is drunk after dinner

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COGNITISTS

• 3. The use of grammatical markers should make
  semantic sense
• This accounts for the late acquisition of f
  marked adult category
• 1) I will appears before Ill
• 2) The pen which he used appears before The
  pen he used

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COGNITISTS

• The study of such strategies or operating
  principles may lead to better understanding of
  what is easy for the child (which appears first)
  or difficult (which appears later) and why.

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The INTERACTIONISTS
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INTERACTIONISTS

• The INTERACTIONISTS say that language develops as
  a result of the complex interplay between the
  child and the environment in which he/she grows

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INTERACTIONISTS

ENVIRONMENT
CHILD
parents
other children
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INTERACTIONISTS

• The INTERACTIONISTS say that parents or older
  children do not talk to small children in the
  same way as they talk to other adults.

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INTERACTIONISTS

• Rather they adapt their language to give the
  child maximum opportunity to interact and learn.
• This adaptation is called caretaker talk or
  speech.

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INTERACTIONISTS

• The caretaker talk or speech has a number of
  characteristics which distinguish it from normal
  speech between adults
• 1. It is generally spoken more slowly and clearly.

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INTERACTIONISTS

• 2. It contains shorter utterances.
• 3. The utterances are considerably simplified,
  especially with respect to their grammar and
  meaning.

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INTERACTIONISTS

• 4. It contains fewer complex sentences.
• 5. There is less variety of tenses.

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INTERACTIONISTS

• 6. The range of vocabulary is more limited. The
  meanings are chiefly concrete, relating to the
  present situations in which the mother and child
  interact.

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INTERACTIONISTS

• 7. Extra information is provided by the mothers
  and sentences may be repeated for clarification.

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INTERACTIONISTS

• Note
• Caretaker talk or speech seems well suited to
  help the child learn the rules and meanings of
  the language.

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INTERACTIONISTS

• Note
• The child by interacting with the environment
  has time to become familiar with the language.
  When a child does not understand, the adult may
  repeat or paraphrase in order to keep the
  communication and learning going on.

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CONCLUSION

• One way to bring the views of behaviourists,
  innatists, cognitists, and interactionists
  together is to see that each may help to explain
  a different aspects of childs language
  development.

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