scholarly journals Przyswajanie języka pierwszego - imitacja czy wrodzony dar? Analiza na podstawie wybranych teorii akwizycji języka ojczystego oraz podstawowych systemów językowych

Adeptus ◽  
2013 ◽  
pp. 6-25
Author(s):  
Katarzyna Włodarska
Keyword(s):  
Language Acquisition ◽  
Physical Mechanism ◽  
Nursery School ◽  
Mother Tongue ◽  
First Language ◽  
English Teacher ◽  
First Language Acquisition ◽  
Human Beings ◽  
Basic Language

First language acquisition – imitation or innate gift? Analysis based on selected theories of first language acquisition and basic language systemsThis article deals with a surprising phenomenon typical only for human beings – first language acquisition. Its aim is to answer the question as stated in the title. The author, an English teacher working in a nursery school, looks for the answer using references to theories connected with this topic, and in addition, takes into consideration the speech of children she is in charge of. In order to demonstrate the sophisticated nature of human language, the author refers to several definitions of this term. She presents the term ‘mother tongue’ and analyses the ways of acquiring its phonetic, phonological, morphological and syntactic systems by children. She also gives numerous examples of the most common mistakes found in their speech, taken from Polish and English languages. Furthermore, three major theories regarding first language acquisition, presenting the approach of Piaget, Chomsky and Skinner to this phenomenon, are described in the article. The author reaches the conclusion that first language acquisition is a mixture of imitation and innate gift. The role of the physical mechanism enabling a human being to produce speech and that of contact with the language of a child’s parents merits emphasizing also. The result of these factors is the possibility of language acquisition.

Modality and Mood in First Language Acquisition

2015 ◽  
Author(s):  
Maya Hickmann ◽  
Dominique Bassano
Keyword(s):  
Language Acquisition ◽  
Developmental Process ◽  
First Language ◽  
Epistemic Modality ◽  
Linguistic Variation ◽  
First Language Acquisition ◽  
Acquisition Sequence ◽  
Phases Of Development ◽  
Language And Cognition

This chapter aims to provide a large overview of research focusing on the development of modality and mood during first language acquisition. This overview synthesizes results concerning both early and later phases of development, within and across a large number of languages, and including some more peripheral categories, such as evidentials and tense–aspect markings. Results recurrently show the earlier acquisition of agent-oriented modality as compared to epistemic modality. However, cross-linguistic variation has raised some questions about this acquisition sequence, suggesting that language-specific properties may partially impact timing during acquisition. In addition, findings about later phases show a long developmental process whereby children gradually come to master complex semantic and pragmatic modal distinctions. The discussion highlights the contribution of these conclusions to current theoretical debates, such as the role of input factors and the relation between language and cognition during ontogenesis.

scholarly journals FIRST LANGUAGE ACQUISITION OF A THREE YEARS OLD CHILD: AN ANALYSIS OF PHONOLOGICAL COMPONENT (A CASE STUDY)

2018 ◽  
Vol 4 (2) ◽  
pp. 150-154
Author(s):  
Hilma Safitri ◽  
M. Nur Hakim
Keyword(s):  
Language Acquisition ◽  
Qualitative Method ◽  
First Language ◽  
First Language Acquisition ◽  
Human Beings ◽  
Semantics And Pragmatics ◽  
Biological Development ◽  
Consonant Sounds ◽  
Do So

The process of language acquisition undergone by each child in the world is more and less similar. This is because language is universal in which it is acquired through all language components namely phonology, semantics, and pragmatics. The component of phonology is more related to human neuro-biology. The process of sound produced is genetic and human biological development is not similar. Hence, the language development of human beings is not exactly the same. This paper explores first language acquisition particularly on the phonological component of a three years old child named Andi. The data is the transcripts of dialog taken from causal chit chats with the participant. A qualitative method is used to analyze the data. The findings reveal that the participant acquired vocal sounds of /a/, /i/, /u/, /o/, /e/ and consonant sounds of /p/, /b/, /m/, /t/ more dominant compared to others. He never produced /k/ consonant, fricative [s] and [j]. However, he produced nasal consonants of [m], [n], and [ɳ]. The participant also substituted omitted a few sounds. This might happen because his speech articulation has not developed well yet or genetic factor does not allow him to do so.

First-Language Acquisition of Morphology

2019 ◽  
Author(s):  
Dorit Ravid
Keyword(s):  
Language Acquisition ◽  
Structural Information ◽  
Mother Tongue ◽  
First Language ◽  
Literacy Skills ◽  
Language Diversity ◽  
First Language Acquisition ◽  
Cognitive Changes ◽  
Ambient Language ◽  
Adolescents And Adults

First-language acquisition of morphology refers to the process whereby native speakers gain full and automatic command of the inflectional and derivational machinery of their mother tongue. Despite language diversity, evidence shows that morphological acquisition follows a shared path in development in evolving from semantically and structurally simplex and non-productive to more complex and productive. The emergence and consolidation of the central morphological systems in a language typically take place between the ages of two and six years, while mature command of all systems and subsystems can take up to 10 more years, and is mediated by the consolidation of literacy skills. Morphological learning in both inflection and derivation is always interwoven with lexical growth, and derivational acquisition is highly dependent on the development of a large and coherent lexicon. Three critical factors platform the acquisition of morphology. One factor is the input patterns in the ambient language, including various types of frequency. Input provides the context for children to pay attention to morphological markers as meaningful cues to caregivers’ intentions in interactive sociopragmatic settings of joint attention. A second factor is language typology, given that languages differ in the amount of word-internal information they package in words. The “typological impact” in morphology directs children to the ways pertinent conceptual and structural information is encoded in morphological structures. It is thus responsible for great differences among languages in the timing and pace of learning morphological categories such as passive verbs. Finally, development itself is a central mechanism that drives morphological acquisition from emergence to productivity in three senses: as the filtering device that enables the break into the morphological system, in providing the span of time necessary for the consolidation of morphological systems in children, and in hosting the cognitive changes that usher in mature morphological systems in both speech and writing in adolescents and adults.

scholarly journals The role of feedback and instruction on the cross-situational learning of vocabulary and morphosyntax: Mixed effects models reveal local and global effects on acquisition

2020 ◽  
pp. 026765832092774
Author(s):  
Padraic Monaghan ◽  
Simón Ruiz ◽  
Patrick Rebuschat
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
First Language ◽  
First Language Acquisition ◽  
Learning Condition ◽  
Learning Instruction ◽  
Improved Learning

First language acquisition is implicit, in that explicit information about the language structure to be learned is not provided to children. Instead, they must acquire both vocabulary and grammar incrementally, by generalizing across multiple situations that eventually enable links between words in utterances and referents in the environment to be established. However, this raises a problem of how vocabulary can be acquired without first knowing the role of the word within the syntax of a sentence. It also raises practical issues about the extent to which different instructional conditions – about grammar in advance of learning or feedback about correct decisions during learning – might influence second language acquisition of implicitly experienced information about the language. In an artificial language learning study, we studied participants learning language from inductive exposure, but under different instructional conditions. Language learners were exposed to complex utterances and complex scenes and had to determine the meaning and the grammar of the language from these co-occurrences with environmental scenes. We found that learning was boosted by explicit feedback, but not by explicit instruction about the grammar of the language, compared to an implicit learning condition. However, the effect of feedback was not general across all aspects of the language. Feedback improved vocabulary, but did not affect syntax learning. We further investigated the local, contextual effects on learning, and found that previous knowledge of vocabulary within an utterance improved learning but that this was driven only by certain grammatical categories in the language. The results have implications for theories of second language learning informed by our understanding of first language acquisition as well as practical implications for learning instruction and optimal, contingent adjustment of learners’ environment during their learning.

scholarly journals The development of determiners in the context of French–English bilingualism: a study of cross-linguistic influence

2017 ◽  
Vol 45 (3) ◽  
pp. 767-787 ◽  
Author(s):  
Coralie HERVÉ ◽  
Ludovica SERRATRICE
Keyword(s):  
Language Acquisition ◽  
Language Use ◽  
First Language ◽  
First Language Acquisition ◽  
Longitudinal Development ◽  
Rate Of Development ◽  
Preliminary Results ◽  
Language Exposure ◽  
A Minor

AbstractThis paper reports the preliminary results of a study examining the role of structural overlap, language exposure, and language use on cross-linguistic influence (CLI) in bilingual first language acquisition. We focus on the longitudinal development of determiners in a corpus of two French–English children between the ages of 2;4 and 3;7. The results display bi-directional CLI in the rate of development, i.e., accelerated development in English and a minor delay in French. Unidirectional CLI from English to French was instead observed in the significantly higher rate of ungrammatical determiner omissions in plural and generic contexts than in singular specific contexts in French. These findings suggest that other language-internal mechanisms may be at play. They also lend support to the role of expressive abilities on the magnitude of this phenomenon.

scholarly journals Sprache. In S. Andresen, C. Hunner-Kreisel, & S. Fries (Eds.), Erziehung. Ein interdisziplinäres Handbuch (pp. 162-169). Stuttgart: Metzler.

2017 ◽  
Author(s):  
Laura Edwina De Ruiter
Keyword(s):  
Language Acquisition ◽  
First Language ◽  
Literacy Acquisition ◽  
First Language Acquisition

This chapter (in German) describes the milestones of first language acquisition with a focus on German, as well as the role of education in language acquisition, and its relation to literacy acquisition.

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