Introduction
How do children acquire language? As Susan H. Foster-Cohen put it in her book An Introduction to Child Language Development, most parents would reply either that they taught their children how to speak or that their children learned language “from hearing it and from being spoken to” (Foster-Cohen 1999: 95). This statement brings along further questions: Are children really dependent on input from their environment? If they are, when do they need to get what amount of input? And, more specifically, what sort of input do they need? There is a huge amount of different theories regarding children’s first language acquisition and the most important ones will be depicted in my term paper.
At first, we will get a general overview on the different phases or stages a child goes through during language acquisition. Then, we will see some strange or “secret” phenomena, which bring along the question whether children only learn language by imitation as stated above by several parents, or if there might be an innate knowledge about how language could look like.
We will then differentiate between the empiricist and rationalist positions that were represented by Locke and Descartes in the 17th/18th century. These positions have been examined and developed since then and will lead us to take a closer look at more modern theories. Piaget’s constructivist theory as well as Chomsky’s innateness hypothesis will be depicted and discussed in my term paper.
Finally, we will see an example that demonstrates the important problem of the time limit for language acquisition. We will finally discuss whether this problem is contradictory to Chomsky’s innateness hypothesis.
Table of Contents
1 Introduction
2 Child language acquisition
2.1 Stages of speech production
2.2 Secret phenomena
2.2.1 Categorization
2.2.2 Overextension
2.2.3 Baby Talk / Motherese
2.2.4 Imitation and Correction
3 Different positions: Empiricism and Rationalism
3.1 The empiricist approach
3.2 The rationalist approach
3.3 Jean Piaget's constructivist theory
3.4 Noam Chomsky's innateness hypothesis
4 Discussion
4.1 The problem of the time limit for language acquisition
4.2 Conclusion
Objectives and Topics
The primary objective of this paper is to explore the theoretical conflict between empiricist and rationalist perspectives on first language acquisition. It investigates whether language development is driven by environmental input and imitation, or if it relies on an innate, genetically programmed capacity, while also examining the impact of critical time limits on language learning.
- The stages of child language acquisition and developmental "secret" phenomena.
- Comparative analysis of empiricist views (Locke) and rationalist views (Descartes, Chomsky).
- Jean Piaget's constructivist theory regarding cognitive development.
- The innateness hypothesis and Universal Grammar as proposed by Noam Chomsky.
- Case studies on the critical period hypothesis for language learning.
Excerpt from the Book
2.2.2 Overextension
We have seen in paragraph 2.1 that children produce their first true words from about one year of age onwards. Furthermore, we found out that at about 18 months of age, children’s vocabulary increases considerably. In this period, overextensions are quite common. They appear to be found across all languages. An overextension occurs “when a child uses a word in a broader way than the adult usage” (Harley 2001: 113). The child extends the area which the word he or she uses refers to, e.g. the word doggie is used not only to refer to dogs, but to every animal with a similar shape, including cats and foxes, for instance.
Thus, we see that the shape of an object a very important factor in overextensions. Other important properties are “movement, size, texture, and the sound of the objects referred to” (Harley 2001: 114). Clark and Clark state that overextensions develop in two different steps. First, children use a newly learned word to refer to a similar object (e.g. doggie). Then, they experience that this word is connected with certain semantic features of the object (doggie stands for animals that are furry, bark, etc.). However, since they do not yet have words for many of the objects that resemble dogs in appearance, they continue to over-extend doggie to point something out or to make a request. They stretch their meager vocabulary to its limits in their attempts to communicate (Clark and Clark 1977: 497).
This also explains why, with the growth of the child’s vocabulary, overextensions occur more rarely and finally disappear. By the way, there is also the reverse phenomenon, which is called underextension. Underextensions occur when a child uses a word that represents a more restricted category than in the adult usage; e.g. to use the word flower to refer only to roses, although the child is also familiar with other kinds of flowers.
Summary of Chapters
1 Introduction: Provides the foundational questions regarding environmental versus innate influences on child language acquisition and introduces the core theories to be examined.
2 Child language acquisition: Details the hierarchical stages of speech production and analyzes peculiar linguistic phenomena like categorization and overextension.
3 Different positions: Empiricism and Rationalism: Contrasts the philosophical foundations of empiricism and rationalism, including detailed explorations of Piaget’s constructivism and Chomsky’s innateness hypothesis.
4 Discussion: Evaluates the validity of the innateness hypothesis against the reality of critical periods in language acquisition using the case of Genie.
Keywords
Language acquisition, Empiricism, Rationalism, Innateness hypothesis, Universal Grammar, Language Acquisition Device, Piaget, Chomsky, Constructivism, Overextension, Critical period, Cognitive development, Linguistic universals, Parameter setting.
Frequently Asked Questions
What is the fundamental subject of this research paper?
The paper explores the origins of children's first language acquisition, specifically debating whether language ability is learned through environmental experience or based on innate, biologically determined structures.
What are the primary theoretical areas discussed?
The paper focuses on the philosophical divide between empiricism (John Locke) and rationalism (René Descartes), and transitions into modern linguistic and psychological theories, specifically those of Jean Piaget and Noam Chomsky.
What is the central research question?
The central question is whether children rely solely on input from their environment to learn a language, or if there is an innate knowledge of linguistic rules that guides the process.
Which scientific methods are primarily utilized in this work?
The paper employs a qualitative literature review and comparative analysis, contrasting developmental stage theories and observational case studies—such as the clinical evaluation of children—against philosophical arguments.
What topics are covered in the main body of the paper?
The main body covers stages of speech development, phenomena like overextension and Motherese, the distinction between empiricist and rationalist philosophies, and a deep dive into Chomsky’s Language Acquisition Device (LAD).
Which keywords best characterize this research?
Key terms include Language acquisition, Innateness hypothesis, Universal Grammar, Piaget, Chomsky, Constructivism, and the Critical period hypothesis.
How does the author define the 'Language Acquisition Device' (LAD)?
Drawing on Jean Aitchison, the author defines the LAD as a theoretical construct consisting of knowledge of linguistic universals, a hypothesis-making device, and an evaluation measure to determine the best grammar.
What does the case of 'Genie' illustrate regarding language acquisition?
The case of Genie serves as evidence for a critical period; despite her efforts to learn vocabulary, her lack of early linguistic stimulation resulted in a permanent inability to acquire correct adult grammar, highlighting the role of biological timing.
- Arbeit zitieren
- Yvonne Bogataj (Autor:in), 2005, Empiricism vs. Rationalism: The Innate Character of Language, München, GRIN Verlag, https://www.grin.com/document/36334
