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First language acquisition

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Milena Salinas
Milena Salinas

This document discusses theories of first language acquisition. It describes B.F. Skinner's behaviorist theory that language is learned through imitation, reinforcement and repetition. However, critics argue that language involves more than just behavior and that children internalize abstract linguistic rules. The document also describes Noam Chomsky's theory of an innate Language Acquisition Device and studies showing that children progress through telegraphic speech to acquiring inflections and function words based on their cognitive development.

EducaçãoTecnologia
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FIRST LANGUAGE ACQUISITION Erika Barragán Alejandra López
BEHAVIOURISM Burrhus Frederic "B. F." Skinner (March 20, 1904 – August 18, 1990) Book:Verbal Behavior (1957) “Language is not a mental phenomenon: it is behavior” Stages: 1. Imitation 2. Reinforcement 3. Repetition 4. Conditioned
INADEQUACIES OF BEHAVIORISM Arguments: 1. Language is not merely “verbal behavior”. 2. Children learn an abstract knowledge of rules. 3. Acquire deep relationships. 4.Children internalize structures by the age between of 3 and a half and 5. 5. Creative construction.
LANGUAGEACQUISITION DEVICE (LAD) 1. It is specific to the human species. 2. It is a means of processing. 3. It can contain some of the “universal” features. “First language learning : General cognitive capacities and Specific language-processing mechanisms”
THE GRAMMATICAL DEVELOPMENTOF CHILDREN
TELEGRAPHIC SPEECH • Lack of inflections and many of the small “function words”. Eg.Allgone outside (after closing the door) •The situation plays an important role. Eg. Mommy sock (possession/ agent- object) • Lois Bloom (1970): five relationship Eg: 1. Conjunction (cup and glass) 2. Description (a party hat) 3. Possession (daddy’s hat) 4. Location (sweater chair) 5. Agent-object (mom is reading a book)
THE DEVELOPMENTOF INFLECTIONS AND FUNCTIONWORDS Roger Brown (1973) Acquisition of fourteen morphemes: 1. Present progressive –ing 2. Preposition -on 3. Preposition –in 4. Plural –s 5. Irregular past forms 6. Possessive ‘s
7. Uncontractible copula (is in yes, she is) 8. Articles the and a (which were classified together) 9. Regular past –ed 10. Regular third –person-singular-s 11. Irregular third –person-singular forms 12. Uncontractible auxiliary be (as in she was coming) 13. Contractible copula (as in she’s tired) 14. Contractible auxiliary be (as in he’s coming)
THE DEVELOPMENTOF “TRANSFORMATIONS” •Children increase the ability to carry out transformations on the basic sentences structures. •Similar sequences on the development of negative and interrogative structures.
NEGATIVES 1) No singing song. No the sun shining. 2) I no want envelope. He don’t want it. 3)You don’t want some supper. Paul didn’t laugh.
INTERROGATIVES • Yes/No questions: See hole? You can’t fix it? • Wh-interrogatives:Where daddy going? Where my spoon goed? • Ursula Bellugi-Klima (1968): She found that there is a progression in the child’s ability to carry out more than one transformation in a single utterance.
LATER DEVELOPMENT •Even before the age of ten the child has not mastered some grammatical distinctions: John asked Bill to come vs John promised Bill to come. •Second language learners acquire these distinctions later too.
COGNITIVE FACTORS IN FIRST LANGUAGE ADQUISITION •How does language acquisition relate to cognitive factors? •Language and concepts: Language development is related to the child’s knowledge about the world. Eg. Use of the English perfect tense: (he has walked) before the age of four and a half.
•Language learning mechanisms: How does the child make sense of the linguistic system itself? Operating principles: - Avoid exceptions. - Underlying meaning-relationships should be marked clearly. -The use of grammatical markers should make semantic sense.
THE LANGUAGE ENVIRONMENT OFTHE CHILD •Behaviorist approach:The environment is the major influence in the acquisition of the language. • Cognitive approach: Child’s internal processes. •Caretaker speech.

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First language acquisition

  • 2.
  • 3. BEHAVIOURISM Burrhus Frederic "B. F." Skinner (March 20, 1904 – August 18, 1990) Book:Verbal Behavior (1957) “Language is not a mental phenomenon: it is behavior” Stages: 1. Imitation 2. Reinforcement 3. Repetition 4. Conditioned
  • 4. INADEQUACIES OF BEHAVIORISM Arguments: 1. Language is not merely “verbal behavior”. 2. Children learn an abstract knowledge of rules. 3. Acquire deep relationships. 4.Children internalize structures by the age between of 3 and a half and 5. 5. Creative construction.
  • 5. LANGUAGEACQUISITION DEVICE (LAD) 1. It is specific to the human species. 2. It is a means of processing. 3. It can contain some of the “universal” features. “First language learning : General cognitive capacities and Specific language-processing mechanisms”
  • 7. TELEGRAPHIC SPEECH • Lack of inflections and many of the small “function words”. Eg.Allgone outside (after closing the door) •The situation plays an important role. Eg. Mommy sock (possession/ agent- object) • Lois Bloom (1970): five relationship Eg: 1. Conjunction (cup and glass) 2. Description (a party hat) 3. Possession (daddy’s hat) 4. Location (sweater chair) 5. Agent-object (mom is reading a book)
  • 8. THE DEVELOPMENTOF INFLECTIONS AND FUNCTIONWORDS Roger Brown (1973) Acquisition of fourteen morphemes: 1. Present progressive –ing 2. Preposition -on 3. Preposition –in 4. Plural –s 5. Irregular past forms 6. Possessive ‘s
  • 9. 7. Uncontractible copula (is in yes, she is) 8. Articles the and a (which were classified together) 9. Regular past –ed 10. Regular third –person-singular-s 11. Irregular third –person-singular forms 12. Uncontractible auxiliary be (as in she was coming) 13. Contractible copula (as in she’s tired) 14. Contractible auxiliary be (as in he’s coming)
  • 10. THE DEVELOPMENTOF “TRANSFORMATIONS” •Children increase the ability to carry out transformations on the basic sentences structures. •Similar sequences on the development of negative and interrogative structures.
  • 11. NEGATIVES 1) No singing song. No the sun shining. 2) I no want envelope. He don’t want it. 3)You don’t want some supper. Paul didn’t laugh.
  • 12. INTERROGATIVES • Yes/No questions: See hole? You can’t fix it? • Wh-interrogatives:Where daddy going? Where my spoon goed? • Ursula Bellugi-Klima (1968): She found that there is a progression in the child’s ability to carry out more than one transformation in a single utterance.
  • 13. LATER DEVELOPMENT •Even before the age of ten the child has not mastered some grammatical distinctions: John asked Bill to come vs John promised Bill to come. •Second language learners acquire these distinctions later too.
  • 14. COGNITIVE FACTORS IN FIRST LANGUAGE ADQUISITION •How does language acquisition relate to cognitive factors? •Language and concepts: Language development is related to the child’s knowledge about the world. Eg. Use of the English perfect tense: (he has walked) before the age of four and a half.
  • 15. •Language learning mechanisms: How does the child make sense of the linguistic system itself? Operating principles: - Avoid exceptions. - Underlying meaning-relationships should be marked clearly. -The use of grammatical markers should make semantic sense.
  • 16. THE LANGUAGE ENVIRONMENT OFTHE CHILD •Behaviorist approach:The environment is the major influence in the acquisition of the language. • Cognitive approach: Child’s internal processes. •Caretaker speech.