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The Series Method of language acquisition was perhaps the first step away from grammar translation in language teaching. This method of teaching language was developed by Francois Gouin (1831-1896).

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While parental input is a significant part of the child's development of conversational rules, it is only one aspect, as the child also interacts with peers, and other adults.

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Some linguists have claimed that a child's input is often semi-grammatical and full of performance variable and that children are exposed to "a haphazard sample" of language.

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The role of input in the child's acquisition of language is undeniably crucial.

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Comprehension practice is often considered under the rubric of the frequency of linguistic input to the child.

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Children's practice seems to be a key to language acquisition.

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Research has shown that echoing is a particularly salient strategy in early language learning and an important aspectof early phonological acquisition.

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The behavioral view that cognition is too mentalistic to be studies by the scientific method is diametrically opposed to such positions as that of Jean Piaget who claimed that cognitive development is at the very center of the human organism and that language is dependent upon and springs from cognitive development.

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In the midst of all systematicity, there is an equally remarkable amount of variability in the process of learning which researchers do not agree on how to define various "stages" of language acquisition!

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From pivot grammar to three-and-four-word utterances, and to full sentences of almost indeterminate length, children exhibit a remarkable ability to infer the phonological, structural, lexical, and semantic system of language.

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they vary across languages. Example: all languages adhere to the principle of assigning meaning to a word order, then depending on the specific language in question, variations in a word order will apply.

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Principles are invariable characteristics of human language that appear to apply to all languages universally.

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Nature Vs Nurture

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COMPREHENSION AND PRODUCTIONIN EARLY LANGUAGE DEVELOPMENT

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COMPREHENSION AND PRODUCTIONIN EARLY LANGUAGE DEVELOPMENT

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(speaking and writing) should NOT be thought of only as performance.

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(listening and reading) must NOT be equated with competence.

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Competence and Performance in Child Language

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Competence and Performance in Child Language

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is the overtly observable and concrete manifestation, or realization, of competence. It is the actual doing of something

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Refers to one's underlying knowledge of system, event, or fact. It is the nonobservable ability to do something.

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just a quick video explaining language acquisition.

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1. Ability to distinguish speech sounds from other sounds in the environment
2. Ability to organize linguistic data into various classes that can later be refined.
3. Knowledge that only a certain kind of linguistic system is possible and that other kinds are not.
4. Ability to engage in constant evaluation of the developing linguistic system so as to construct the simplest possible system out of the available linguistic input.

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The term nativist is derived from the fundamental assertion that language acquisition is innately determined, that we are born with a genetic capacity that predisposes us to a systematic perception of language around us, resulting in the construction of an internalized system of language.

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refers to conditioning in which the organism (human being) emits a response, or operant, without necessarily observable stimuli; that operant is maintained (learned) by reinforcement.

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He is starting to learn different pitches of his voice and loves to babble all day! Definitely in stage 1 of his language development.

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Skinner's theory of verbal behavior was an extension of his general theory of learning by operant conditioning.

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He described the Language Acquisition Device (LAD) as consiting of four innate linguistic properties

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cogently illustrated the first issue in her criticism of pivot grammar when she pointed out that the relationship in which words occur in telegraphic utterances are only superficially similar.

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Examples of forms of language are morphemes, words, sentences, and the rules that govern them. Functions are the meaningful, interactive purposes within a social context that we accomplish with the forms of language.

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Behavioral perspective of course easily explains such exchanges as the result of an emitted or stimulated "response" that is immediately rewarded, thereby encouraging (stimulating) further linguistic attempts from the child.

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Language allows us to express innumerable ideas, describe events, tell stories, recite poems, buy, sell, or bargain in markets, administer legal systems, make political speeches, and participate in the myriad other activities that constitute the societies we live in.

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We depend on spoken language every day, face-to-face, while written language allows us to record and hold on to our history across generations.

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Babies are not born talking, they learn language, starting immediately from birth. How does this process take place? When do children master the skills needed for using language successfully? What stages do they go through as they learn to understand and talk? Do the languages they learn affect the way they think?

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Languages aren't all cut from the identical pattern and this makes a difference in acquisition.

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Babies are not born talking. They learn language, starting right after birth

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Created using PowToon -- Free sign up at http://www.powtoon.com/youtube/ -- Create animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video.