The InnatenessHypothesis
A. Definition
of The
InnatenessHypothesis
In my understanding
InnatenessHypothesis is human brought signs of language when borned. Andthe theorythat humansare biologicallyequippedwithknowledge
of theelementsof acertainuniversallanguagestructuresare broughtinto playin
thenativelanguageacquisitionprocess. Theinnatenesshypothesisislanguageacquisitionlinguistictheorywhich
statesthatat leastsomeknowledge of the languagein humansat birth. This
hypothesissupportslinguisticnativismandwas firstproposedbyNoamChomsky.
Factsaboutthe complexity ofhumanlanguagesystem, the
universality oflanguage acquisition, the facilitiesthat
thechildrenshowedin obtainingthissystem, and thecomparativeperformanceof
adults intryingall thesame tasksthatused to be calledsupport. However,
the validity ofinnateness hypothesisis disputed. Empiricalrecommendsthatlanguageis
learned. Somehavecriticizedthe work ofChomsky, the
determination ofa problem withhis theorieswhile othershave proposeda
newtheorytoexplainthe acquisition oflanguage.There are three theories of language acquisition:
- Imitaion Theory -
Children hear speech around them and copy it. When a child is raised in a
English speaking environment they aquire english. Although, mistakes
such as over-generalization "goed" and "bes"
are predictable and consistent.
- Reinforcement Theory -
The way in which adults coach children when using language by praise
and by correcting the children. Parents may sometimes correct the
truth of the statement rather than the form. The children's mistakes are
often rule goverened (by perhaps always adding the suffix -ed to form past
tense).
- Active Construction of
a Grammar Theory - Rules are hypothesized by the linguistic
inputs recognized by childrens acquiring language. As children
continuously recieve lanuage input their language is revised to more and
more become a model of adult grammar. This accounts for the fact that
children can create novel sentences unlike those heard from adults.
Ø Newborns
recognize and prefer their mother's voice and language. They prefer the
language of their mother to their mother's voice. They suck the hardest when
hearing new words and when recognizing the change from the unfamiliar language
to the familiar language.
Ø When a child is between 2-5 months they vocalize mostly when lying down and
they begin to develop vocal "games". They explore manipulations
with pitch, practice consonantal features such as friction noises, bilabials
adn nasal murmurings.The child's first vowels begin to appear and they play
with their articulators, clicking tounge and opening and shutting mouth. Deaf
babies also play these games.
Ø "Gagagagagag" - Single consonant-vowel syllable repeated.
"Mamamma-gagagaga" - Combinations of repeated consonant-vowel
syllable.Early in this stage deaf babies also babble but hearing babies can
model pitch of vocalization (high with a woman and low with a man).Babies can
still recognize language sounds that are not apart of their language.
Ø Babies begin to babble using sounds from only their language. They begin to
lose the ability to distinguish sounds not in their own language. In English
most words begin with consonants so in this stage babies of English speaking
parents babble mostly C-V-C. From this babbling babies develop their first
words.Deaf Children cease vocal babbling.
Ø Mostly concrete words such as "car" and "eat"
emerge. Naming precedes asking during the one-word stage. Example: Pointing and
saying "ball" but meaning "can I have the ball?" Can obey
simple verbal commands. Example: "no" ideas such as "don't do
that".
Ø
Possessor-possessed,
Actor-action
Ø
Overgeneralization, Active vs.
Passive Constructions
Ø By age 6 children have about 14,000 words. If this child began to acquire
words at 18 months of age they learn 9 words per day which equals about 14,000
words at 6. This is about one word every waking hour.
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