Language is an endless source of amazement. Language acquisition, namely the process by which humans acquire the capacity to perceive, produce and use language, is a crucial matter to face for any theory of language. A strong approach about the acquisition of language should be able to provide an answer as to how children break into language and how language knowledge emerges and develops. The aim of this thesis is to introduce and discuss the most impacting approaches to language acquisition up to date and evaluate them against empirical data.
On the one hand, some scholars, among them the developmental psychologists Jean Piaget and Michael Tomasello have been arguing that the acquisition of language is implemented via domain-neutral cognitive mechanisms and unspecific, general learning processes: such approaches reject both the idea of a language-specific ability and the hypothesis of any innate component in language acquisition.
I will first discuss Jean Piaget’s ideas and afterwards Michael Tomasello’s recent elaboration of Piaget’s constructivism.
Inhaltsverzeichnis (Table of Contents)
- 1. Introduction
- 2. Setting the scene
- 2.1 Human language(s): a peculiar phenomenon
- 2.2 Language acquisition: a mystery
- 3. Jean Piaget's epigenetic constructivism
- 3.1 Piaget's developmental theory
- 3.1.1 The stages of development in children
- 3.1.2 The notion of schema, acquisition via adaptation
- 3.2 Piaget's theory of language acquisition
- 3.3 Against Piaget's approach
- 4. Noam Chomsky's nativism
- 4.1 Chomsky's innateness hypothesis
- 4.1.1 The logical problem of language acquisition
- 4.1.2 The LAD, UG, principles and parameters
- 4.2 Against Chomsky's approach
- 5. The debate between Piaget and Chomsky
- 5.1 A common ground?
- 5.2 The topic of evolution
- 6. Neo-Piagetians' and Michael Tomasello's constructivism
- 6.1 Tomasello's concept of shared intentionality
- 6.1.1 Group activity and collaboration
- 6.1.2 Social manipulation and cooperative communication
- 6.1.3 Gaze following and joint attention
- 6.1.4 Social learning and instructed learning
- 6.2 Tomasello on language acquisition
- 6.2.1 Tomasello on the theory of continuity assumption
- 6.2.2 Linguistic competence is item-based
- 6.2.3 Tomasello's usage-based account
- 6.3 Three cognitive skills to attain mature linguistic competence
- 6.3.1 Intention reading and cultural learning
- 6.3.2 Analogy making and structure-mapping
- 6.3.3 Structure combining
- 7. Against Tomasello's approach
- 7.1 Empirical evidence supporting nativism
- 7.1.1 Frequency is not as important
- 7.2 Logical arguments supporting nativism
- 7.2.1 The Case Filter
- 7.2.2 The emergence of determiners
- 7.2.3 Valian's determiner tests
- 7.2.4 Parsimony and the role of social interaction
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This thesis aims to explore and evaluate prominent approaches to language acquisition, comparing them with empirical data. It focuses on the contrasting perspectives of nativist and constructivist theories, examining their strengths and weaknesses.
- The contrasting approaches of nativism (Chomsky) and constructivism (Piaget, Tomasello).
- The role of innate cognitive abilities versus general cognitive mechanisms in language acquisition.
- The significance of social interaction and environmental input in language development.
- Evaluation of theoretical models based on empirical evidence.
- The debate surrounding the nature versus nurture aspects of language acquisition.
Zusammenfassung der Kapitel (Chapter Summaries)
1. Introduction: This chapter introduces the central question of language acquisition: how children acquire the capacity to understand and use language. It highlights the contrasting perspectives of nativist and constructivist theories, setting the stage for a comparative analysis of prominent approaches, specifically those of Piaget, Chomsky, and Tomasello.
2. Setting the scene: This chapter defines language acquisition and distinguishes it from second language acquisition. It emphasizes the uniqueness of human language, noting its complexity and the seemingly paradoxical ease with which children master it despite imperfect and limited input. The chapter lays the groundwork for exploring the challenges and complexities inherent in understanding this process.
3. Jean Piaget's epigenetic constructivism: This chapter details Piaget's theory of language acquisition, which posits that language development arises from general cognitive mechanisms and learning processes rather than specialized innate abilities. It explores Piaget's stages of cognitive development and the concepts of schema and adaptation, explaining how they contribute to language acquisition within his framework. The chapter also critically examines counterarguments to Piaget's approach, highlighting potential weaknesses.
4. Noam Chomsky's nativism: This chapter presents Chomsky's nativist theory, which argues for an innate language acquisition device (LAD) and universal grammar (UG). It explores the "logical problem of language acquisition," the argument that the complexity of language cannot be solely learned from environmental input. The chapter discusses the LAD, UG, principles, and parameters within the Chomskyan framework, and evaluates counterarguments to his theory using empirical evidence.
5. The debate between Piaget and Chomsky: This chapter examines the historical debate between Piaget and Chomsky on language acquisition, highlighting points of agreement and disagreement. It analyzes their contrasting views on the role of innate capacities versus general cognitive development in language learning. The discussion touches upon evolutionary considerations relevant to the debate.
6. Neo-Piagetians' and Michael Tomasello's constructivism: This chapter focuses on Tomasello's constructivist approach, building upon Piaget's ideas but emphasizing the role of social interaction and shared intentionality. It examines Tomasello's concept of shared intentionality, exploring how collaborative activities and communication shape language development. The chapter details Tomasello's usage-based account of language acquisition and critiques potential limitations of his model.
7. Against Tomasello's approach: This chapter presents empirical and logical arguments challenging Tomasello's constructivist approach, primarily by offering supporting evidence for the nativist perspective. It explores data that suggests the limitations of solely relying on frequency and social interaction in explaining the acquisition of complex linguistic structures. Specific arguments, like the "Case Filter," are examined to support claims of innate linguistic knowledge.
Schlüsselwörter (Keywords)
Language acquisition, nativism, constructivism, Chomsky, Piaget, Tomasello, innateness hypothesis, universal grammar, shared intentionality, epigenetic constructivism, usage-based account, empirical evidence, cognitive development, linguistic competence.
Frequently Asked Questions: A Comparative Analysis of Nativist and Constructivist Theories of Language Acquisition
What is the main focus of this text?
This text provides a comprehensive overview and comparison of prominent nativist and constructivist theories of language acquisition. It examines the strengths and weaknesses of these approaches, focusing on the contributions of Piaget, Chomsky, and Tomasello, and evaluates them against empirical evidence.
Which theoretical perspectives on language acquisition are compared?
The text primarily compares and contrasts nativist (Chomsky) and constructivist (Piaget, Tomasello) theories. It explores how these differing perspectives explain the acquisition of linguistic competence in children.
What are the key tenets of Piaget's theory of language acquisition?
Piaget's constructivist theory posits that language development stems from general cognitive mechanisms and learning processes. It emphasizes the role of schemas, adaptation, and the stages of cognitive development in acquiring language. The text also highlights criticisms of this approach.
What are the core ideas behind Chomsky's nativist theory?
Chomsky's nativist theory proposes an innate language acquisition device (LAD) and universal grammar (UG). It argues that the complexity of language necessitates an innate predisposition, addressing the "logical problem of language acquisition." The theory includes concepts like principles and parameters. The text also includes counterarguments to Chomsky's theory.
How does Tomasello's constructivism differ from Piaget's?
While building on Piaget's constructivism, Tomasello emphasizes the role of social interaction and shared intentionality in language development. His theory focuses on concepts like joint attention, social learning, and a usage-based account of language acquisition, contrasting with Chomsky's emphasis on innate linguistic structures.
What is the "logical problem of language acquisition," and how does it relate to the debate?
The "logical problem of language acquisition" highlights the difficulty of learning language solely from environmental input, given its complexity. Nativists argue this necessitates an innate language faculty, while constructivists propose that general cognitive mechanisms and social interaction are sufficient.
What is the role of empirical evidence in this analysis?
The text uses empirical evidence to evaluate the strengths and weaknesses of each theoretical approach. It considers data supporting and challenging both nativist and constructivist claims, contributing to a balanced perspective.
What are the key differences between nativist and constructivist approaches?
Nativist theories emphasize innate linguistic abilities and a pre-programmed language faculty, while constructivist theories highlight the role of general cognitive development, learning processes, and social interaction in language acquisition.
What are the main chapters of the text and their respective focuses?
The text is structured as follows: Introduction, Setting the Scene (defining language acquisition), Piaget's theory, Chomsky's theory, the Piaget-Chomsky debate, Tomasello's constructivism, and counterarguments to Tomasello. Each chapter delves into the specific aspects of each theory and offers critical analysis.
What are some key terms used throughout the text?
Key terms include language acquisition, nativism, constructivism, Chomsky, Piaget, Tomasello, innateness hypothesis, universal grammar, shared intentionality, epigenetic constructivism, usage-based account, empirical evidence, cognitive development, and linguistic competence.
- Quote paper
- Kerstin Köck (Author), 2010, Language Acquisition. Nativism vs. Contructivism, Munich, GRIN Verlag, https://www.grin.com/document/305808
