Language and Learning: Definitions & Characteristics

Definition of Language

• Language is a communication system for expressing ideas and emotions
• Speech, writing, and symbolic systems are used to convey information
• Language uses sounds, symbols, and grammatical structures
• Verbal (spoken or written) and non-verbal methods exist

Key Characteristics of language

• Symbolic: Words and signs represent concepts
• Rule-governed: Specific rules like grammar dictate structure
• Arbitrary: The symbol-meaning link is usually random
• Dynamic: Language evolves with culture and technology
• Social: Language enables interaction and relationship building

Definition of Learning

• Learning is acquiring knowledge, skills, and behaviors
• The process involves adapting, understanding, and modifying existing skills

Key Characteristics of Learning

• Active: Learners construct knowledge through involvement
• Change: Results in altered behavior and understanding
• Contextual: Influenced by cultural, social, and physical settings
• Cumulative: Built on prior knowledge
• Lifelong: Continues beyond formal education

Language and learning

• Language is a tool for learning and communication
• Learning a language and learning about the world are related

Behavioristic Approach to L1 Acquisition

• Rooted in the work of B.F. Skinner
• Emphasizes external stimuli and reinforcement

Key Concepts of Behavioristic Approach

• Imitation: Copying speech from others
• Reinforcement: Praising correct usage and correcting incorrect usage
• Conditioning: Forming associations between words and their meanings using repetition

Strengths of Behavioristic Approach

• Explains word and phrase learning through interaction
• Highlights the impact of environment on language

Limitations of Behavioristic Approach

• Fails to explain the rapid and creative sentences people use
• Ignores internal cognitive processes in language learning

Nativist Approach

• Noam Chomsky proposed that humans are biologically programmed
• Children possess inherent language-learning abilities

Key Concepts of Nativist Approach

• Universal Grammar: Humans are born with an understanding of grammar structure
• Language Acquisition Device (LAD): Mental mechanism for rapid language acquisition
• Critical Period Hypothesis: Early life is the most receptive time to learn a language, typically up to age 7

Strengths of Nativist Approach

• Explains complex grammatical structures without instruction
• Supports the universality of language

Limitations of Nativist Approach

• Does not fully explain social interaction or input
• Overly theoretical and not easily tested

Cognitive Theory

• Jean Piaget linked language acquisition to cognitive progression
• Language acquisition is interwoven with cognitive development

Key Concepts of Cognitive Theory

• Schema Development: Cognitive schemas help understand and produce language
• Piaget's Stages: Language acquisition aligns with sensorimotor, preoperational, concrete operational, and formal operational stages
• Constructivism: Children build knowledge through interactions

Strengths of Cognitive Theory

• Integrates language with cognitive development
• Stresses the active role of children in building knowledge

Limitations of Cognitive Theory

• Overemphasizes cognitive development
• Downplays social and cultural factors

Functional Approach

• Language develops as a tool for communication
• Serving social requirements is key

Key Concepts of Functional Approach

• Language as a Social Tool: Learned to express desires and emotions
• Interactionist View: Driven by communication in social settings with joint attention
• Intentionality: Children learn with a purpose

Strengths of Functional Approach

• Explains how social interaction affects language
• Focuses on functional and communicative language use

Limitations of Functional Approach

• Understates innate cognitive structures
• Could neglect complex grammatical structures

Stages in Child Language Acquisition

• Language acquisition unfolds through phases
• Milestones are reached at varying ages

Pre-linguistic Stage (0-12 months)

• Babies coo and babble
• Understanding of basic speech such as names begins

Holophrastic Stage (12-18 months)

• Single words communicate meanings

Two-word Stage (18-24 months)

• Simple combinations appear

Early Multi-word Stage (24-30 months)

• Complex structures emerge

Later Multi-word Stage (30+ months)

• Advanced structures appear e.g. past tense, plural etc
• Refined language with understanding of abstract concepts.

Notes on Second Language Acquisition (SLA)

• These stages are not fixed
• Social interaction and language exposure affect the pace of development for children

Structural Linguistics and Behavioral Psychology in SLA

• Combines structural linguistics and behavioral psychology
• Habit formation and external reinforcement are key

Key Concepts of Structural Linguistics and Behavioral Psychology

• Structural Linguistics: Analyzes language components
• Behavioral Psychology: Language through imitation, reinforcement, and repetition
• Contrastive Analysis Hypothesis (CAH): Differences between L1 and L2 cause errors

Strengths of Structural Linguistics and Behavioral Psychology

• Clear teaching approach using drills
• Focus on mastering language structures

Limitations of Structural Linguistics and Behavioral Psychology

• Overemphasizes repetition while neglecting cognitive aspects
• Fails to explain creative language use, where learners produce novel sentences
• Neglects communicative competence

Generative Linguistics and Cognitive Psychology in SLA

• Focuses on the mental mechanism that allows humans to learn language
• Draws from cognitive psychology re:. mental processes

Key Concepts of Generative Linguistics and Cognitive Psychology

• Generative Grammar: Humans have an innate ability to learn languages
• Cognitive Psychology: Emphasis on internal cognitive mechanisms that aid the processing and storing of linguistic information
• Interlanguage: Learners develop a transitional language

Strengths of Generative Linguistics and Cognitive Psychology

• Recognizes the mind's role and gives a cognitive perspective
• Explains how learners intuitively create correct language
• Focuses on internal competence rather than external practice

Limitations of Generative Linguistics and Cognitive Psychology

• Overemphasizes innate abilities
• Does not fully address social interaction

Constructivism in SLA

• Learners actively build their understanding
• Interaction with the environment, peers and experiences is key

Key Concepts of Constructivism

• Active Learning: Learners construct knowledge through interaction
• Social Interaction and Scaffolding: Support from others helps progress
• Zone of Proximal Development (ZPD): Learners achieve more with assistance
• Task-Based Language Teaching (TBLT): Language learning through relevant tasks creates a practical context

Strengths of Constructivism

• Recognizes context and participation
• Emphasizes learner-centered approaches
• Focuses on real-world scenarios

Limitations of Constructivism

• Lacks clear structure and challenges some learners
• Assessing effectiveness is difficult

Summary of Key Differences in Schools of Thought

• Structural Linguistics & Behavioral Psychology focuses on repetition whereas Generative Linguistics & Cognitive Psychology focuses on innate structures
• Constructivism emphasizes active learning and interaction