Language acquisition is a fascinating journey that begins in infancy and continues throughout childhood. From babbling to complex sentences, children progress through distinct stages, each building on the last. This process involves both innate abilities and environmental factors, sparking debates about nature versus nurture.

Theories of language acquisition offer different perspectives on how children learn to communicate. From behaviorist views emphasizing imitation to nativist ideas about innate language capacity, these theories shape our understanding of language development. The critical period hypothesis suggests an optimal window for language learning, highlighting the importance of early exposure.

Language Acquisition Foundations

Stages of language development

• Prelinguistic stage (0-12 months) infants communicate without words
  • Cooing (2-4 months) produces vowel-like sounds (ooh, aah)
  • Babbling (6-8 months) combines consonants and vowels (ba-ba, ma-ma)
  • Gestures and pointing (9-12 months) uses non-verbal cues to communicate
• One-word stage (12-18 months) uses single words to express complex ideas
  • Holophrases single words represent entire sentences (juice = I want juice)
  • Vocabulary spurt rapid increase in word learning (up to 10 new words per day)
• Two-word stage (18-24 months) combines words to form basic phrases
  • Telegraphic speech omits function words (more milk, doggy run)
  • Basic grammar emergence starts using word order to convey meaning
• Early multiword stage (2-3 years) forms simple sentences
  • Simple sentences constructs basic subject-verb-object structures
  • Improved grammar begins using plurals, past tense, and pronouns
• Complex language stage (3-5 years) develops advanced linguistic skills
  • Advanced grammar masters complex structures (relative clauses, passives)
  • Narrative skills tells coherent stories with beginning, middle, and end
• Continued development (5+ years) refines language abilities
  • Metalinguistic awareness understands language as a system (puns, figurative language)
  • Literacy skills develops reading and writing abilities

Nature vs nurture in language acquisition

• Nature (biological factors) innate language learning capacity
  • Language Acquisition Device (LAD) hypothetical brain mechanism for language learning
  • Universal Grammar theory innate knowledge of language rules
  • Genetic predisposition for language specific genes linked to language ability (FOXP2)
• Nurture (environmental factors) role of experience and input
  • Linguistic input from caregivers exposure to language in environment
  • Child-directed speech simplified speech patterns used with children (motherese)
  • Social interactions language learning through social context and communication
• Interactionist perspective combines nature and nurture
  • Combination of innate abilities and environmental exposure
  • Social pragmatic theory emphasizes social context in language acquisition

Theories and Hypotheses

Critical period hypothesis implications

• Critical period hypothesis suggests optimal age range for language acquisition
• Proposed sensitive period for language acquisition
  • Age range (approximately 2 years to puberty) when language learning is most effective
• Evidence supporting the hypothesis
  • Case studies of language deprivation (Genie, wild children)
  • Second language acquisition difficulties in adults decreased language learning efficiency
• Implications for language learning
  • Importance of early language exposure promotes optimal language development
  • Challenges in adult language learning reduced plasticity in language-related brain areas
  • Bilingual education policies supports early introduction of second languages

Theories of language acquisition

• Behaviorist theory (B.F. Skinner) emphasizes environmental factors
  • Emphasis on reinforcement and imitation learning through positive feedback
  • Limitations in explaining complex language structures fails to account for novel utterances
• Nativist theory (Noam Chomsky) focuses on innate language capacity
  • Universal Grammar and innate language faculty proposes built-in language knowledge
  • Poverty of the stimulus argument claims input insufficient to explain language complexity
• Cognitive theory (Jean Piaget) links language to general cognitive development
  • Language development tied to cognitive development follows stages of cognitive growth
  • Stages of cognitive growth influencing language acquisition (sensorimotor, preoperational)
• Social interactionist theory (Lev Vygotsky) emphasizes social context
  • Zone of Proximal Development learning occurs through guided social interaction
  • Importance of social interaction in language learning language as a social tool
• Usage-based theories focus on input and experience
  • Focus on frequency and patterns in input language learned through exposure to patterns
  • Emergence of grammar through use grammar rules derived from language use
• Connectionist models simulate neural processes in language learning
  • Neural network approach to language learning computer models of language acquisition
  • Emphasis on statistical learning patterns extracted from input data