GOO GOO

GAA GAA ?

FIRST LANGUAGE
ACQUISITION
BY:
ATHIRAH RAZAK
AWANG ROZLY

Newborn
Babbling
, Cooing,
Crying

End of 1st
year
Imitating
words,
Speech
sounds

18 months
Increased vocab,
Two words

2 years
Utterances
skyrocketed

3 years
Speech and
Language
capacity
increased

FUNCTIONAL

NATIVIST

BEHAVIOUR

o Children come into this world with a Tabula rasa

and then are shaped by the environment and
slowly conditioned through various schedules of
reinforcement.
o This approach focuses on the immediately
perceptible aspects of linguistic behavior and the
publicly observable responses. Not to forget, the
relationships or association between these
responses and events in the world surrounding
them.
o Effective language behavior is the production of
correct responses to stimuli. If a particular
response is reinforced, it then become habitual or
conditioned.
o Imitation and practice as primary processes

NT
A
R
E
P
O
R
E
INN
K
S
F
G!
N
B.
I
N
TIO
I
D
N
CO

B
E
H
A
V
I
O
U
R
I
S
T

HOWEVER!
No adequate accounts for the capacity to acquire language, for
language development itself, for the abstract nature of
language, or for a theory of meaning.
Mediation theory: meaning was accounted for by the claim that
the linguistic stimulus (a word or sentence) elicits a mediating
response that is covert and invisible, acting within the learners.

 The term nativist is derived from the fundamental

assertion that language acquisition is innately
determined.
Children are born with a special ability to discover
for themselves the underlying rules of a language
system.
LAD is the imaginary black box which exists somewhere in
the brain.

NATIVIST

The child needs access only to samples of a natural

language. These language samples serve as a trigger to
activate the device. Once it is activated, the child is able to
discover the structure of the language to be learned by
matching the innate knowledge of basic grammatical.

HOWEVER!
The generative rules or items are connected serially
(Parallel Distributed Processing)
Experience leads to learning by strengthening particular
connections (Connectionism)
The complexity of language emerges from a relatively simple
development process being exposed to a massive and
complex environment. (Emergentism)

 Children learn language by making connections between

what they hear and objects, events and situation.
Children put the connections that they make in categories
and make generalization
What children learn about language is determined by
what they already know about the world.

COGNITIVE AND
LANGUAGE DEVELOPMENT
MOMMY
SOCK

Learning occurs by listening to people

and speaking to them.

Social Interaction and Language Development