THEORIES-OF-1ST-LANGUAGE-ACQUISITION.pptx

THE BEHAVORIST APPROACH, COGNITIVIST AND THE FUNCTIONAL APPROACH

1. Principles & Theories of Language Acquisition and Learning THEORIES OF 1 ST LANGUAGE ACQUISITION

2. THEORIES OF 1 ST LANGUAGE ACQUISITION 01 BEHAVIORIST APPROACH 02 NATIVIST APPROACH 03 COGNITIVIST APPROACH 04 FUNCIONAL APPROACH 05 STAGES IN CHILD 1 ST LANGUAGES

3. BEHAVIORIST 01 APPROACH

4. Behaviorism in education or behavioral learning theory is a branch of psychology that focuses on how people learn through their interactions with the environment. It is based on the idea that all behaviors are acquired through conditioning, which is a process of reinforcement and punishment. Behavioral learning theory emerged in the early 20 th century as a reaction against introspective psychology, which relied o subjective reports of mental states and processes. Behaviorist such as John B. Watson and B.F. Skinner argued that psychology should be a science of observable and measurable events and behavior, and that mental states cognitive processes were irrelevant or inaccessible. Behaviorist A pproach

5. Positive Reinforcement entails offering rewards or incentives to strengthen desired behaviors. This can include verbal praises, stickers, tokens, or other tangible rewards. Negative Reinforcement is the removal of an unpleasant stimulus after a behavior to increase its frequency. REINFORCEMENT

6. Punishment involves applying negative consequences to discourage undesirable behaviors. It can take the form of reprimands, time-outs, or loss of privileges. PUNISHMENT

7. While both behavioral and social learning theories focus on the study of human behavior, there are notable differences between the two. Behavioral Learning Theory primarily emphasizes the role of external stimuli and consequences in shaping behavior. By contrast, Social Learning Theory , proposed by Albert Bandura , highlights the significance of observational learning ad the influence of cognitive processes on behavior. Social learning theory suggest that individuals learn by observing others and imitating their actions. It also consider the role of internal mental processes in learning. BEHAVIORAL VS. SOCIAL LEARNING THEORY

8. NATIVIST 02 APPROACH

9. “ humans are born with an inheren t ability to learn language .” — Noam Chomsky

10. His theory explains why all babies language development follows a pattern. What is this topic about? Chomsky proposed that all humans have a Universal Grammar , a set of grammatical rules and structures common to all languages. A child have the Language Acquisition Device (LAD) - A hypothetical brain mechanism that helps children naturally acquire language.

11. COGNITIVIS T 03 APPROACH

12. “ C hildren move through four different stages of learning .” — Jean Piaget

13. His theory focuses not only on understanding how children acquire knowledge, but also on understanding the nature of intelligence.

14. Sensorimotor stage : Birth to 2 years Preoperational stage : Ages 2 to 7 Concrete operational stage : Ages 7 to 11 Formal operational stage : Ages 12 and up PIAGET'S STAGES

15. COGNITIVE DEVELOPMENT STAGES Mars Mars is actually a very cold place Venus Venus is a very hot planet 20% 80%

16. In this stage, babies learn by using their senses and movements. They explore objects by touching, looking, and playing with them. A key achievement is object permanence , which means babies start to understand that things still exist even when they can’t see them. Sensorimotor Stage: Birth to Age 2

17. Kids in this stage use symbols and imagination in their play, like pretending a banana is a phone. Their thinking isn’t fully logical or organized yet. They begin to show metacognition , which means they start reflecting on their own thinking, especially during imaginative play. Preoperational Stage: Age 2 to 7

18. Children in this stage start to think more logically about real objects and events. They understand ideas like reversibility (you can undo actions) and decentration (focusing on more than one aspect of a problem). Concrete Operational Stage: Age 7 to 11

19. In th is last stage, the child can able to reason not only about tangible objects and events, but also about hypothetical or abstract ones. They can consider hypothetical situations, like imagining how history would be different if certain events had changed. Formal Operational Stage: Age 11 and Beyond

20. Direction: Each group will be given a simple scenario related to one of Piaget’s stages of cognitive development. Your task is to analyze the scenario using Piaget’s concepts and explain what is happening according to his theory. Write your explanation on a yellow pad paper, making sure to include clear reasoning for your answer based on Piaget’s ideas. Once finished, each group will have two minutes to present their scenario and explanation to the class. ACTIVITY: Cognitive Development Exploration

21. RUBRI C S Criteria Excellent (4) Good (3) Fair (2) Needs Improvement (1) Understanding Accurate explanation of the stage Mostly accurate with minor errors Basic understanding, some errors Misunderstands the stage Application Strong use of Piaget’s concepts Good use with some justification Limited use, weak justification Little or no use of concepts Clarity Clear and well-organized Mostly clear and organized Somewhat unclear or disorganized Unclear and poorly organized Presentation Engaging and confident Engaging with minor issues Some engagement, lacks confidence Little engagement, low confidence

22. FUNCTIONAL 04 APPROACH

23. FUNCTIONAL APPROACH The FUNCTIONAL APPROACH in first language acquisition has gained prominence in recent years, particularly with the rise of constructivist approaches to studying language. This shift signifies a deeper exploration into the essence of language rather than a complete departure from previous generative and cognitive perspectives. This shift signifies a deeper exploration into the essence of language rather than a complete departure from previous generative and cognitive perspectives.

24. Learning situation example The functional approach emphasizes that children derive form-function mappings from distributional patterns in the input and their contextual embedding. This means that children link the form of language (words, phrases) with their intended functions (meanings, actions). Children adopting the functional approach focus on holistic and sub-contextual approaches, integrating information from different contingencies to understand language nuances and patterns. FORM-FUNCTION MAPPING HOLISTIC AND SUB-CONTEXTUAL APPROACHES PRINCIPLES OF THE fUNCTIONAL APPROACH

25. As children progress in their language acquisition, they develop rich generalization patterns while still maintaining an item-based understanding. This involves categorizing words and structures based on their common functions and meanings. Languages with fixed or variable word order benefit from stable syntactic hyperschemases , which help children identify underlying semantic, syntactic, and morphological patterns in language. GENERALIZATION PATTERNS STABLE SYNTACTIC HYPERSCHEMASES

26. The functional approach requires a detailed analysis of the linguistic input children receive, helping them identify lexical categories, and understand word order variations. DETAILED ANALYSIS OF INPUT

27. STAGES IN CHILD LANGUAGE ACQUISITION 5

28. STAGES IN CHILD LANGUAGE ACQUISITION Language acquisition begins well before a child is born. Babies are initially familiarized with speech and language in the womb. PRE-BIRTH: Preparation of the human brain for language acquisition after birth

29. STAGES IN CHILD LANGUAGE ACQUISITION Infants begin to explore the properties of sounds through production. The sounds of early babbling are universal. BABBLING

30. During this stage, children begin to acquire and produce real words of their native languages. A child in this stage will use single-word constructions to communicate. ONE-WORD (HOLOPHRASTIC) STAGE

31. Children usually enter this stage when they have acquired about 50 words. They begin to demonstrate their knowledge of the word order that occurs in their language. TWO WORD STAGE

32. During this stage, a child will primarily communicate with content words (verbs, nouns, adjectives) and some pronouns such as ‘me’ and ‘mine.’ Example: “Want more ice-cream.” TELEGRAPHIC STAGE

33. Early in this stage, complete sentences begin to emerge. Imperative (command): “Give me my toy.” Declarative (Relay information): “That’s my toy truck.” The After Telegraphic Stage – 2.6+ Years-old

34. Thanks Do you have any questions?