4.3 First and second language acquisition

Language acquisition is a fascinating journey that begins at birth and continues throughout childhood. From cooing and babbling to complex sentences, children progress through distinct stages, each marked by significant milestones in their linguistic development.

Theories of language acquisition offer different perspectives on how we learn to communicate. While nativism emphasizes innate abilities, social interactionism highlights the importance of interaction. Both theories contribute to our understanding of this complex process.

Language Acquisition

Milestones of first language acquisition

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• Prelinguistic stage spans from birth to 12 months
  • Cooing emerges between 2-4 months involves producing vowel-like sounds (ah, eh, oh)
  • Babbling occurs from 4-12 months combines consonants and vowels (bababa, mamama)
• One-word stage happens between 12-18 months
  • Holophrastic speech uses single words to convey complete thoughts or ideas (up, more)
  • Vocabulary grows to include 50-100 words by the end of this stage
• Two-word stage takes place from 18-24 months
  • Telegraphic speech omits function words and focuses on content words (baby sleep, want milk)
  • Combining words forms simple phrases to express basic ideas and needs
• Multi-word stage occurs between 24-36 months
  • Increased vocabulary and sentence complexity allow for more elaborate communication
  • Use of grammatical morphemes indicates understanding of language rules (cats, walked)
• Complex language stage begins at 36 months and continues throughout childhood
  • Mastery of basic grammar rules enables the production of well-formed sentences
  • Continued vocabulary growth expands the range of topics and ideas that can be expressed
  • Development of pragmatic skills facilitates appropriate language use in social contexts (please, thank you)

Theories of language acquisition

• Nativism emphasizes the innate, biological basis for language acquisition
  • Chomsky's Language Acquisition Device proposes an innate mechanism for learning language
  • Universal Grammar suggests a set of rules and principles common to all languages
  • Minimal role of environmental input in triggering the development of language
• Social interactionism highlights the importance of social interaction and scaffolding
  • Vygotsky's Zone of Proximal Development emphasizes the role of caregivers in language development
  • Language acquisition occurs through social interaction and feedback from others
  • Language development is tied to cognitive development and the ability to understand concepts
• Similarities between theories acknowledge the role of both nature and nurture
  • Both theories recognize the importance of critical periods for optimal language development
• Differences between theories lie in the emphasis on innate vs. environmental factors
  • Nativism focuses on the innate capacity for language, while social interactionism stresses the role of social interaction

Factors in second language acquisition

• Age of acquisition plays a significant role in language learning outcomes
  • Critical period hypothesis suggests an optimal window for language acquisition (before puberty)
  • Younger learners often achieve higher proficiency levels due to brain plasticity
  • Older learners may have advantages in metalinguistic awareness and learning strategies (explicit grammar knowledge)
• Motivation drives language learning and influences success
  • Integrative motivation stems from the desire to integrate with the target language community (living abroad)
  • Instrumental motivation arises from practical reasons for learning the language (job requirements)
  • Higher motivation levels are associated with better language learning outcomes and persistence
• Learning strategies help learners effectively acquire and use the target language
  • Cognitive strategies involve mental processes for understanding and remembering information (mnemonics, visualization)
  • Metacognitive strategies include planning, monitoring, and evaluating one's own learning progress (goal-setting, self-assessment)
  • Social strategies involve interacting with others to improve language skills (language exchange, study groups)
  • Affective strategies help manage emotions and attitudes related to language learning (positive self-talk, relaxation techniques)

Critical periods and neuroplasticity

• Critical periods are sensitive windows of time during which the brain is most receptive to language input
  • Exposure to language during critical periods facilitates optimal language development (native-like pronunciation)
  • Lack of exposure during critical periods may result in incomplete or deficient language acquisition (limited vocabulary)
• Neuroplasticity refers to the brain's ability to reorganize and form new neural connections in response to experience
  • Higher levels of neuroplasticity in early childhood support language acquisition (rapid learning)
  • Neuroplasticity decreases with age, potentially limiting language learning abilities in adulthood (fossilized errors)
• Interaction between critical periods and neuroplasticity is crucial for language development
  • Exposure to language during critical periods takes advantage of heightened neuroplasticity (effortless acquisition)
  • Reduced neuroplasticity in adulthood may explain difficulties in achieving native-like proficiency (accented speech)