Language Acquisition Theories

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Questions and Answers

What is the correct sequence of acquiring grammatical morphemes according to Roger Brown's study?

Articles, Present progressive, Plural

Present progressive, Plural, Irregular past forms (correct)

Possessive -’s, Regular past –ed, Third person singular

Plural, Copula, Irregular past forms

In Lois Bloom's study on negation, which stage involves the correct use of auxiliary verbs?

Stage 2

Stage 3

Stage 4 (correct)

Stage 1

Which of the following question words typically emerges first in children's language acquisition?

Who

What (correct)

Where

Why

What demonstrates children's understanding of grammatical rules through the 'wug test'?

Their ability to create plural forms of unfamiliar words Signup and view all the answers

What characterizes Stage 3 of negation according to Lois Bloom's study?

Introduction of auxiliary or modal verbs + not Signup and view all the answers

At which stage do children first demonstrate subject-auxiliary inversion in yes/no questions?

Stage 4 Signup and view all the answers

What type of questions do children typically start to ask in Stage 1?

Questions with rising intonation using single words Signup and view all the answers

Which of the following statements about metalinguistic awareness is true?

It allows children to understand language structure separately from meaning. Signup and view all the answers

Which stage involves children beginning to overgeneralize inverted forms in embedded questions?

Stage 6 Signup and view all the answers

By the age of 4, what ability do most children demonstrate regarding their use of language?

Correct word order and grammatical markers most of the time Signup and view all the answers

What is an example of a question that reflects Stage 5 in Lois Bloom's stages?

Why he can’t go out? Signup and view all the answers

In which stage do children typically begin to use questions like, 'Do I can have a cookie?'?

Stage 3 Signup and view all the answers

Which statement best describes the process of children developing language skills as they approach age 4?

They acquire more complex linguistic structures. Signup and view all the answers

What can hinder the development of a child's home language in early schooling?

Extended exposure to a second language Signup and view all the answers

Which of the following statements about bilingualism in children is true?

It can enhance metalinguistic awareness. Signup and view all the answers

What is a potential consequence of children experiencing subtractive bilingualism?

Loss of native language skills Signup and view all the answers

What should parents focus on to promote additive bilingualism?

Speaking the home language while teaching the second language Signup and view all the answers

How does the context of language learning affect bilingual children?

The learning environment can influence language acquisition Signup and view all the answers

What is one myth surrounding early childhood bilingualism?

It interferes with linguistic development. Signup and view all the answers

What can result from a child not mastering either their first or second language?

Increased frustration and confusion Signup and view all the answers

What is the term used for the negative impact of losing a native language due to immersion in a second language?

Subtractive bilingualism Signup and view all the answers

What is the primary focus of interactionist views on language acquisition?

The interplay of innate abilities and environmental factors Signup and view all the answers

According to Piaget, how does cognitive development relate to language development?

Language is a symbol system emerging from cognitive understanding. Signup and view all the answers

What did Vygotsky identify as crucial for language development?

Social interactions and conversations Signup and view all the answers

What is the Zone of Proximal Development (ZPD) according to Vygotsky?

The difference between what a child can do with and without help Signup and view all the answers

How do developmental psychologists view the relationship between environment and language acquisition?

They prioritize environmental influence over innate abilities. Signup and view all the answers

Which of the following concepts is not associated with Piaget’s theory of language acquisition?

Interaction with social peers Signup and view all the answers

What distinguishes Vygotsky's theory from Piaget's theory in terms of language development?

Vygotsky focuses on social interaction while Piaget focuses on individual cognitive processes. Signup and view all the answers

What key aspect does the interactionist perspective incorporate regarding language learning?

Integration of both environmental and innate linguistic capabilities Signup and view all the answers

What is the primary factor influencing the rate of vocabulary growth in children?

The breadth and depth of reading materials Signup and view all the answers

Which of the following statements about the development of vocabulary is true?

Reading a variety of text types is crucial for vocabulary development Signup and view all the answers

According to behaviorism, what role does imitation play in language acquisition?

Children selectively imitate language they already understand Signup and view all the answers

What is the expected annual vocabulary growth for children, depending on their reading habits?

Several hundred to over a thousand words Signup and view all the answers

What significant development in language occurs during the school years besides vocabulary growth?

Acquisition of different language registers Signup and view all the answers

In the context of language learning, what does the concept of 'feedback on success' refer to?

Providing rewards for successful language use Signup and view all the answers

What is one key difference between how children learn language and how foreign language students practice?

Children use creative language more than repetition Signup and view all the answers

What is a common misconception about how children acquire language based on behaviorism?

Imitation involves only repeating heard words without understanding Signup and view all the answers

Study Notes

Acquisition of Grammatical Morphemes

Roger Brown's 1973 study identified a probable order of acquiring grammatical morphemes in English, with present progressive "-ing" typically emerging first, followed by plural "-s", irregular past forms, possessive "-'s", and so on.

Acquisition of Negation

Lois Bloom's 1991 research identified four stages of negation acquisition:
- Stage 1: "no" as a single word, for example "No go"
- Stage 2: subject + "no", for example "Daddy no comb hair"
- Stage 3: auxiliary verbs + "not," without variations for person or tense, for example "I can't do it," "He don't want it"
- Stage 4: correct forms of auxiliary verbs + "not," for example "He didn’t go," "She doesn’t want it"

Acquisition of Questions

Lois Bloom's 1991 study mapped an order of acquisition for wh- question words:
- "What" appears first, often as "Whatsat" or "Whatsit"
- "Where" and "who" follow
- "Why" emerges around the end of the second year, becoming frequently used around ages 3-4
- "How" and "When" appear later, but full comprehension of adult responses related to these may be delayed

Six Stages of Question Making

Lois Bloom's study outlines six stages of children's question-making:
- Stage 1: single words or two- or three-word sentences with rising intonation, such as "Mommy book?" "Where's Daddy?"
- Stage 2: using the word order of declarative sentences, such as "You like this?" "Why you catch it?"
- Stage 3: "fronting" a verb at the beginning of a sentence, for example, "Is the teddy is tired?" "Do I can have a cookie?"
- Stage 4: Subject-auxiliary inversion in yes/no questions but not in wh-questions, for example, "Do you like ice cream?" "Where I can draw?"
- Stage 5: Subject-auxiliary inversion in wh-questions, but not in negative wh-questions, for example, "Why can he go out?" "Why he can’t go out?"
- Stage 6: Overgeneralization of the inverted form in embedded questions, for example, "I don’t know why can’t he go out."

Development of Metalinguistics

Metalinguistic awareness involves the ability to view language as a separate entity from its meaning.
Learning to read is a pivotal moment in metalinguistic development, as children realize words have multiple meanings.

Development of Vocabulary

Vocabulary expands dramatically in early school years, often by hundreds to thousands of words annually, depending on reading habits.
Reading for both school assignments and pleasure plays a crucial role in vocabulary growth, particularly through exposure to diverse text types.
Reading reinforces the understanding that language has form AND meaning, and that a "word" is distinct from the object it represents.

Theoretical Approaches to L1 Acquisition

Behaviorism (Skinner): Language acquisition is driven by reinforcement, imitation, practice, feedback, and habit formation.
- Children imitate and practice language forms, receiving positive reinforcement for correct usage.
Innatism: Innate biological mechanisms within the human brain pre-dispose children to learn language.
Interactionist/Developmental Perspectives: Language acquisition is influenced by both innate abilities AND environmental interaction.
- Interactionist theories emphasize the role of social interaction and cognitive development in language acquisition.

Interactionist Perspectives

Piaget: Language is reliant on cognitive development, with children's understanding of concepts influencing their language use.
Vygotsky: Language development arises primarily from social interaction.
- Zone of Proximal Development (ZPD): Children can achieve higher levels of knowledge and performance with support from more knowledgeable individuals.

Childhood Bilingualism

Learning multiple languages in early childhood generally does NOT impede linguistic development or cognitive ability.
Bilingualism can positively impact metalinguistic awareness and other academic skills.
Learning success depends more on the specific environments in which each language is acquired than on innate capacity.

Language Attrition

** "Subtractive Bilingualism"**: prolonged immersion in a second language (L2) in early schooling can lead to attrition of the first language (L1) before adequate L2 mastery is reached.
This can negatively impact self-esteem and leave children caught between two languages.

Additive Bilingualism

"Additive Bilingualism": Maintaining the L1 while acquiring L2 at school is crucial to avoid subtractive bilingualism.
Continuous exposure to the L1 provides opportunities for continued cognitive and emotional development.

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Description

This quiz explores key theories and studies on language acquisition, focusing on Roger Brown's research on grammatical morphemes and Lois Bloom's findings on the development of negation and questions. Understand the stages and order of acquiring these essential aspects of language in young children.