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
- 5 References
Objectives and Key Themes
This paper aims to explore the complexities of child language acquisition, examining the contrasting perspectives of empiricism and rationalism. It investigates various stages of speech development and intriguing phenomena observed in children's language learning. The paper also delves into prominent theories, including Piaget's constructivism and Chomsky's innateness hypothesis, to understand the mechanisms behind language acquisition.
- Stages of speech production in children
- The contrasting theories of empiricism and rationalism in language acquisition
- Analysis of "secret" phenomena in child language development, such as categorization and overextension
- Examination of Piaget's constructivist theory and Chomsky's innateness hypothesis
- The critical period hypothesis in language acquisition
Chapter Summaries
1 Introduction: This introductory chapter poses fundamental questions about how children acquire language, highlighting the debate between environmental influence and innate abilities. It lays the groundwork for exploring various theories and stages of language development, previewing the key themes and arguments that will be discussed in the following chapters. The chapter emphasizes the central question of whether language acquisition relies solely on environmental input or if innate factors also play a significant role.
2 Child language acquisition: This chapter provides an overview of the developmental stages of speech production in children, from vegetative sounds to complex sentence structures. It systematically outlines the progression of language acquisition, highlighting key milestones and transitions. The chapter also introduces the concept of "secret" phenomena, hinting at the complexities of language learning that challenge purely empirical explanations.
3 Different positions: Empiricism and Rationalism: This chapter presents the contrasting viewpoints of empiricism and rationalism regarding language acquisition. It explores the historical context of these perspectives, examining the contributions of Locke and Descartes. The chapter then shifts to modern theories, offering detailed explanations of Piaget's constructivist theory and Chomsky's innateness hypothesis. It compares and contrasts these theories, highlighting their respective strengths and limitations in explaining the process of language acquisition.
Keywords
Child language acquisition, empiricism, rationalism, Piaget, Chomsky, innateness hypothesis, speech development, stages of language acquisition, categorization, overextension, critical period hypothesis.
Frequently Asked Questions: A Comprehensive Language Preview
What is the main topic of this text?
This text provides a comprehensive overview of child language acquisition, exploring the complexities of how children learn to speak. It delves into different stages of speech development, contrasting theories of language acquisition (empiricism and rationalism), and examines prominent theoretical frameworks such as Piaget's constructivism and Chomsky's innateness hypothesis.
What are the key stages of speech production discussed?
The text outlines the developmental stages of speech production in children, progressing from vegetative sounds to complex sentence structures. While specific milestones aren't explicitly detailed, the progression is presented systematically, highlighting key transitions in language acquisition.
What are the "secret" phenomena in child language development?
The text mentions "secret" phenomena which refer to intriguing aspects of children's language learning that challenge purely empirical explanations. Examples include categorization and overextension, where children demonstrate an understanding of language categories and meanings beyond what might be expected from their limited exposure.
What are empiricism and rationalism in the context of language acquisition?
The text contrasts empiricism (the belief that language is learned solely through environmental input) and rationalism (the belief that language acquisition is partly innate). It explores the historical context of these perspectives, and examines how they inform modern theories of language acquisition.
How does Piaget's constructivist theory relate to language acquisition?
The text explains Piaget's constructivist theory, which posits that children actively construct their understanding of the world through interaction and experience. This theory is discussed in the context of language acquisition, exploring its contribution to understanding how children build their linguistic knowledge.
What is Chomsky's innateness hypothesis?
The text details Chomsky's innateness hypothesis, suggesting that humans possess an innate capacity for language. This innate predisposition, often called the Language Acquisition Device (LAD), facilitates the rapid acquisition of language during childhood. The hypothesis is compared and contrasted with other perspectives on language acquisition.
What is the critical period hypothesis in language acquisition?
The text mentions the critical period hypothesis, which suggests that there is a limited time window during childhood when language acquisition is most efficient and effective. While not extensively covered, the hypothesis is presented as a significant topic within the broader discussion of language development.
What are the main objectives of this text?
The primary objective is to explore the complexities of child language acquisition, examining the contrasting perspectives of empiricism and rationalism. It aims to investigate various stages of speech development, intriguing phenomena observed in children's language learning, and prominent theories like Piaget's constructivism and Chomsky's innateness hypothesis.
What are the key words associated with this text?
Key words include: Child language acquisition, empiricism, rationalism, Piaget, Chomsky, innateness hypothesis, speech development, stages of language acquisition, categorization, overextension, critical period hypothesis.
What chapters are included in this text?
The text includes chapters on Introduction, Child Language Acquisition, Different Positions: Empiricism and Rationalism, Discussion (including a conclusion), and References. Each chapter focuses on a specific aspect of child language acquisition, building a comprehensive understanding of the subject.
- Citar trabajo
- Yvonne Bogataj (Autor), 2005, Empiricism vs. Rationalism: The Innate Character of Language, Múnich, GRIN Verlag, https://www.grin.com/document/36334
