Language Acquisition Studies and a Feasible Theory of Grammar

1989 ◽  
Vol 34 (4) ◽  
pp. 399-418 ◽  
Author(s):  
Susanne Carroll
Keyword(s):  
Language Acquisition ◽  
Logical Problem ◽  
Relative Ease ◽  
Generative Linguistics ◽  
Linguistic Research ◽  
Complete Independence ◽  
Theory Of Language ◽  
Developmental Psycholinguistics ◽  
The Relationship ◽  
General Success

There are various ways to construe the relationship between linguistic research and studies in language development. They can range in principle from strict dependence (one domain being parasitic on the other) to complete independence. Thus, it is now commonplace to find some developmental psycholinguists turning to generative linguistics for models through which to interpret child language (Chomsky 1969; Roeper 1973, 1982; Goodluck and Solan 1978,inter alia). This is not simply a matter of descriptive convenience. Research in grammatical theory and developmental psycholinguistics has grown increasingly interconnected since Chomsky first argued (1965:27) that hypothesized grammatical models within linguistics should be justified on the basis of their relation to a theory of language which specifies the innate abilities that make language acquisition possible. Hence the claim that linguistic theory is responsible for the “logical problem of language acquisition” (Baker 1979; Hornstein and Lightfoot 1981), i.e., gross properties of learning (relative rapidity, relative ease, overall lack of variability, general success, all on the basis of restricted input).

Sentence First, Arguments Afterward

2020 ◽  
Author(s):  
Lila Gleitman
Keyword(s):  
Language Acquisition ◽  
Specific Language ◽  
Noam Chomsky ◽  
Theory Of Language ◽  
Developmental Psycholinguistics

This book collects the most significant papers written by Lila R. Gleitman, spanning 50 years of research on language and its acquisition. The book traces the roots of developmental psycholinguistics while presenting empirically driven arguments in favor of a rationalist theory of language acquisition. Gleitman’s work simultaneously shows how learners acquire knowledge richer than what can be found in the environment and how they use their input to acquire a specific language. The book also includes a foreword by Noam Chomsky and an introductory chapter by Jeffrey Lidz contextualizing Gleitman’s work in the transition from structuralism to mentalist architectures in linguistics.

Research meets practice

2016 ◽  
Vol 51 (3) ◽  
pp. 236-251 ◽  
Author(s):  
ZhaoHong Han
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
The Other ◽  
Research And Teaching ◽  
Research Findings ◽  
Instruction And Learning ◽  
The Relationship

At the recent CLTA-S2 conference, a spirited debate occurred between critics of second language acquisition (SLA) research and researchers who embraced it. Fascinating as it was, neither camp appeared to have convinced the other, but, more important, the debate left much of the audience flummoxed. In this paper, I intend to provide a follow-up, attempting to clarify a) the relationship between research and teaching in the context of Chinese as a second language (CSL), b) misunderstandings on the part of critics over research findings, and c) potential pitfalls in interpreting the SLA literature. My goal is to encourage, as well as contribute to, further communication between the two camps, for the ultimate good of CSL instruction and learning.

scholarly journals Doubling down on serendipity

2017 ◽  
Vol 24 ◽  
Author(s):  
Catherine E. Snow
Keyword(s):  
Language Acquisition ◽  
Young Children ◽  
Language Development ◽  
Social Interactions ◽  
Social Environment ◽  
Language Skills ◽  
Doctoral Student ◽  
To Come ◽  
Minority View ◽  
The Relationship

The lessons I have learned over the last many years seem always to come in pairs – a lesson about the findings that brings with it a lesson about life as a researcher...Lesson 1. Even as a doctoral student, I believed that the sorts of social interactions young children had with adults supported language acquisition. In 1971, when I completed my dissertation, that was a minority view, and one ridiculed by many. I was, unfortunately, deflected from a full-on commitment to research on the relationship between social environment and language development for many years by the general atmosphere of disdain for such claims. In the intervening years, of course, evidence to support the claim has accumulated, and now it is generally acknowledged that a large part of the variance among children in language skills can be explained by their language environments. This consensus might have been achieved earlier had I and others been braver about pursuing it.[Download the PDF and read more...]

scholarly journals PROSES PEMEROLEHAN BAHASA: DARI KEMAMPUAN HINGGA KEKURANGMAMPUAN BERBAHASA

2011 ◽  
Vol 3 (1) ◽  
Author(s):  
Rohmani Nur Indah
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Development ◽  
Language Disorder ◽  
Applied Linguistics ◽  
Human Beings ◽  
Second Language Development ◽  
The Relationship

Studies on language acquisition become the pillar of Psycholinguistics as a branch of Applied Linguistics that deals with the relationship between human’s thought and language as well as how human beings comprehend, acquire and develop their language. Language acquisition does not merely involve children’s first or second language development, but also temporer language disorder –which does not belong to permanent language disorder. Deviation on language development to some extent gets little attention from psycholinguists. Most references on psychology of language discuss language disorder in general, whereas the current issues on this area are still rarely found. The following article deciphers what and how language acquisition can be done and cannot be completed.

scholarly journals Language Acquisition and Cultural Identity Among Modern Chinese Minority College Students

2021 ◽  
Vol 11 (10) ◽  
pp. 1203-1216
Author(s):  
Huanan Su ◽  
Fengyi Ma
Keyword(s):  
College Students ◽  
Language Acquisition ◽  
Cultural Identity ◽  
Study Data ◽  
Local Language ◽  
Modern Chinese ◽  
Great Support ◽  
Close Relationship ◽  
Minority College Students ◽  
The Relationship

This research attempts to have an empirical analysis on the relationship between the acquisition of language and the cultural identity among modern Chinese minority college students，and try to show an empirical view of how the acquisition of language matters with the cultural identity from one side as well as the mutual influences reflected from the relationship between language acquisition and cultural identity from the other side. The research employs mainly three analytical methods including method of theoretical analysis, method of comparative analysis and method of questionnaire to acquire a full understanding of the relationship between the acquisition of language and the cultural identity among modern Chinese minority college students. The current study data shows that compared with the local language, modern Chinese minority college students use Mandarin more in most of the time and occasions. At the same time, while acknowledging the importance of their local language, modern Chinese minority students also strongly advocate the promotion of Mandarin and English. Conclusion: Language acquisition and cultural identity are closely related. This is mainly reflected in the fact that language acquisition deeply reflects the elements of cultural identity, while cultural identity deeply reciprocally affects the way of language acquisition. The cultural identity of modern Chinese minority college students has determined the series of characteristics and methods they exhibit in the process of their language acquisition. The close relationship between language acquisition and cultural identity has provided great support and enlightenment both theoretically and practically for the majority of language educators.

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