Language Acquisition Theories
Introduction
Language acquisition can be described as the process humans undergo in order to achieve the capacity to understand, produce and utilize words in a coherent form to communicate or perceive other things. This capacity involves the different capabilities to include language phonetics, syntax or extensive vocabulary in communication. This is normally termed as first language acquisition in which infants acquire their native language. Moreover, the second language acquisition also known as second language learning illustrates the process where a second language is added to an individual’s native language. This usually refers to what students do rather than the teachers’ implication on language perception. Language acquisition is a key aspect concerning the capabilities especially for infants to acquire this attribute of understanding language. The aim of this study is to assess theories that surround language acquisition, their reflection and practical application.
General approaches
Theories in social interaction formulate different hypotheses concerning language acquisition, which entail spoken, written or visual tools that integrate rules and symbols in language development and acquisition. Social interaction depicts the ‘nature and nurture’ approach which influence language behaviors which are achieved through environmental exposure. Relational frame theory provides the learning accounts in complexity and competency in language development in which interaction with the environment posits capacities for children to acquire language (Brian, 1999). Emergentism is a theoretical framework which depicts that language acquisition follows a cognitive process emerging from biological and environmental pressures.
Language acquisition theories
Various theories have posited for both first and second language acquisition in illustrating different processes of language acquisition. Children’s native language acquisition theories include three categories which include imitation theory, reinforcement theory, and grammar or active construction theory. Imitation theory approach illustrates children ability to copy the speech they hear around them. Consequently, when a child or student is raised or taught in an English speaking environment, they will acquire the language. However, mistakes like over-generalization of phonetics such as “goed” are consistent and predictable. Reinforcement theory posits the process in which adults or teachers in a classroom coach children using praise and correction to instill language proficiency and understanding and understanding the diction. Grammar theory or active construction is rules which hypothesize the linguistic inputs which are recognized by children as they learn to acquire language (Gottlieb, 2006).
The situation also applies to the classroom setting in which students continuously receive language input coupled with revisions that polishes their grammar. More so, children are able to create novel sentences as compared to that heard from adults. Theories of language acquisition in speaking and understanding can be summarized to include the following; behaviorism, innateness, cognitive and interaction. The Behaviorism theory entails the central idea with similar characteristics as imitation theory that children imitate adults. This follows the children curiosity to imitate the utterances by adults in communication. Behaviorism psychologists suggest that children attempt to imitate the language of their carers or parents, with successful utterances being reinforced while unsuccessful being forgotten.
The limitation of this approach is that language is based on rules and set of structures, and acquisition of language will not simply be acquired through imitating individual utterances. The Innateness theory illustrates the process in which children are born with an ability to receive language input that is biologically determined. Language acquisition is triggered by a natural predisposition that triggers language learning and development by being able to interpret what they hear. This theory was put forward by Noam Chomsy as he criticized the behaviorist theory. His theoretical study is supported by evidence in human anatomy that makes them adapt to production of speech. Its limitation lies that children must interact with their parents in the account of being exposed to language (Palmer, 2007).
Moreover, the cognitive theory that was developed by Piaget depicts the context of a person’s cognitive and mental development. This will enable the person to acquire the concepts of a particular language. This phenomenon is explained by the ‘seriation’ process of a child’s intellectual development and object permanence. However, syntax is limited which does not depend on general intellectual growth. Interactionist or Input theory contrasts Chomsky’s theory and stressing the significance of interaction of care givers or parents to the acquisition of language. In the acquisition of the second language, Kranshen’s Theory depicts the five main hypotheses which include; the acquisition-learning hypothesis, the monitor hypothesis, natural order hypothesis, input hypothesis and affective filter hypothesis. These stages illustrate the processes of acquiring and learning a language despite the native language, with the role of grammar have a crucial effect in educational advantages especially in high schools and colleges.
Language programs are important as they provide teachers with tools to teach complex facts in classroom instruction. When a target language is used for instruction that students are interested in, will result to proficiency in language acquisition when teaching grammar. More so, this can involve the focus to provide English learners the application and practice of key language and content concepts. Language acquisition will be more effective for students with greater interactions among themselves and the teacher (Mary, 2008). Providing opportunities in classroom for students to apply English in listening, reading, speaking and writing will enable a conducive setting for language proficiency. English language teachers can use various teaching models such as the SIOP Model, to provide an instructional framework for English learners, in which they can assess and review language objectives and content to provide students with the capacities to understand a language.
Conclusion
Numerous theories have been put forward by various theorists and psychologists concerning language acquisition and development. Native language acquisition is the first language that infants or children attempt to muster through Behaviorism, innateness, cognitive and interaction theories. They suggest that children imitate adult utterances in the speech they hear. Moreover, Kranshen’s theory of second language acquisition depicts the phases in which language learning and development undergoes as students gain competency and skills in syntax and phonetics improvement. General approaches to language acquisition give the various frameworks as outlined by outlining theoretical sequences in language development. Moreover, teachers for English learners need to utilize the knowledge affecting proficiency in a second language, by providing effective instructional methods that will enable students to achieve the practice and application of critical language and content concepts.
Reference:
Brian, M. (1999). The Emergence of Language. Lawrence Erlbaum Associates.
Gottlieb, M. (2006). Assessing English Language Learners. Bridges from Language Proficiency to Academic Achievement. Corwin Press, Inc.
Mary, E. V. & Echevarria, J. (2008) 99 Ideas and Activities for Teaching English Learners with the SIOP Model. Journal of Adolescent & Adult Literacy. Pearson Education, Inc.
Palmer, B. C., Shackelford, V. S., Miller, S. C., & Leclere, J. T. (2007). Bridging two worlds: Reading comprehension, figurative language instruction, and the English-language learner.
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