scholarly journals Widening Inborn Constraints for Language Ability: The Case for Autism

2021 ◽  
Author(s):  
Laurent Mottron ◽  
Alexia Ostrolenk ◽  
David Gagnon
Keyword(s):  
Language Acquisition ◽  
Language Learning ◽  
Strong Argument ◽  
Social Language ◽  
Genetic Constraints ◽  
Plural Society ◽  
Legal Policies ◽  
Specific Orientation ◽  
Linguistic Material ◽  
Human Specific

What does the way autistics bypass, learn, and eventually master language tell us about human linguistic ability? Here, we argue that non-social acquisition of language, in addition to representing a strong argument for nativist models of human language, may be encompassed within the human-specific orientation and mastery of complex embedded structures, of which language represents one realization. Non-social language learning could thus represent the extension of available linguistic, and non-linguistic material processed by human genetic constraints, allowing language acquisition. This deviation from typical developmental language acquisition may ultimately allow access to language, sometimes in its most elaborate forms, and also explains the possibility of the absence of its development when applied to primarily non-linguistic structured material. However, such enlargement of material-specificity does not cast doubts about its human nature. Regardless of the adaptive success or failure of non-social language learning, it is up to science, legal policies, and ethical principles to strive to maintain autism as a human potentiality to further foster our vision of a plural society.

scholarly journals In Prototypical Autism, the Genetic Ability to Learn Language is Triggered by Structured Information, not Only by Exposure to Oral Language

2021 ◽  
Author(s):  
Laurent Mottron ◽  
Alexia Ostrolenk ◽  
David Gagnon
Keyword(s):  
Language Learning ◽  
Oral Language ◽  
Mother Tongue ◽  
Three Dimensional ◽  
Musical Composition ◽  
Strong Argument ◽  
Social Language ◽  
Structure Detection ◽  
Plural Society ◽  
Structured Information

What does the way autistics bypass, learn, and eventually master language tell us about humans’ genetically encoded linguistic ability? In this theoretical review, we argue that autistic non-social acquisition of language, as well as autistic savant abilities, provide a strong argument for an innate, human-specific orientation toward (and mastery of) complex embedded structures. Autistic non-social language learning may represent a widening of the material processed during development beyond oral language. Structure detection and manipulation and generative production of non-linguistic embedded and chained material (savant abilities in calendar calculation, musical composition and interpretation, three-dimensional drawing) may thus represent an application of such innate mechanisms to non-standard materials. Typical language learning through exposure to the child’s mother tongue may represent but one of many possible achievements of the same capacity. The deviation from typical language development in autism may ultimately allow access to oral language, sometimes in its most elaborate forms, but also explains the possibility of the absence of its development when applied exclusively to non-linguistic structured material. Such an extension of human capacities beyond, or in parallel to, their usual limits call into question what we consider to be specific or expected in humans and, therefore, does not necessarily represent a genetic “error”. Regardless of the adaptive success or failure of non-social language learning, it is up to science and ethical principles to strive to maintain autism as a human potentiality to further foster our vision of a plural society.

scholarly journals In Prototypical Autism, the Genetic Ability to Learn Language Is Triggered by Structured Information, Not Only by Exposure to Oral Language

Genes ◽  
2021 ◽  
Vol 12 (8) ◽  
pp. 1112
Author(s):  
Laurent Mottron ◽  
Alexia Ostrolenk ◽  
David Gagnon
Keyword(s):  
Language Learning ◽  
Oral Language ◽  
Mother Tongue ◽  
Three Dimensional ◽  
Musical Composition ◽  
Strong Argument ◽  
Social Language ◽  
Structure Detection ◽  
Musical Interpretation ◽  
Structured Information

What does the way that autistic individuals bypass, learn, and eventually master language tell us about humans’ genetically encoded linguistic ability? In this theoretical review, we argue that autistic non-social acquisition of language and autistic savant abilities provide a strong argument for an innate, human-specific orientation towards (and mastery of) complex embedded structures. Autistic non-social language learning may represent a widening of the material processed during development beyond oral language. The structure detection and manipulation and generative production of non-linguistic embedded and chained material (savant abilities in calendar calculation, musical composition, musical interpretation, and three-dimensional drawing) may thus represent an application of such innate mechanisms to non-standard materials. Typical language learning through exposure to the child’s mother tongue may represent but one of many possible achievements of the same capacity. The deviation from typical language development in autism may ultimately allow access to oral language, sometimes in its most elaborate forms, and also explain the possibility of the absence of its development when applied exclusively to non-linguistic structured material. Such an extension of human capacities beyond or in parallel to their usual limits call into question what we consider to be specific or expected in humans and therefore does not necessarily represent a genetic “error”. Regardless of the adaptive success or failure of non-social language learning, it is the duty of science and ethical principles to strive to maintain autism as a human potentiality to further foster our vision of a plural society.

scholarly journals Features of ethno-oriented language learning

New Collegium ◽  
2021 ◽  
Vol 1 (103) ◽  
pp. 109-113
Author(s):  
T. Laguta ◽  
O. Verzhanskaya
Keyword(s):  
Language Acquisition ◽  
Language Learning ◽  
Foreign Students ◽  
Educational Process ◽  
Cultural Experience ◽  
Successful Communication ◽  
Preparatory Stage ◽  
Approach To Teaching ◽  
Definition Of ◽  
Linguistic Material

The article is devoted to the peculiarities of ethno-oriented language teaching of foreign students. The definition of communicative ethnostistics is given, its object and subject are considered. The urgency of the problem is substantiated. The aim of the work is to consider different styles of national communication, as well as the parameters that are used to describe the national style of communication. Two main types of language acquisition are considered − communicative and non-communicative. Listeners of the communicative type prefer an intuitive way of learning the language, they easily learn the language during verbal communication. In most cases, they do not need deep theoretical explanations of the language material; they work successfully when attention is directed not to the learning process itself, but to its content side. Students of the non-communicative type are more inclined to analyze linguistic material, to identify logical and grammatical patterns in the language. It is emphasized that taking into account the ethnopsychological characteristics, mentality, national and cultural experience of representatives of different countries contributes to the organization of an effective educational process in a foreign audience and high-quality preparation of foreign students for successful communication. It is concluded that the national traditions of education and the associated styles of language acquisition must be taken into account already in teaching the Ukrainian language at the preparatory stage, which will optimize the process of learning the Ukrainian language. An ethno-oriented approach to teaching Ukrainian as a foreign language will allow teachers to adequately understand foreign students; to determine the effectiveness of the most acceptable forms and methods of teaching for representatives of a certain ethnic group; provide concrete assistance in solving problems of adaptation to a new socio-cultural environment; identify the difficulties that representatives of different ethnic groups face during language acquisition. Ethno-oriented education covers the interaction of the native and foreign (Ukrainian) languages in the cultural and educational space.

Language Ideology and Second Language Learning

2008 ◽  
Vol 155 ◽  
pp. 95-115 ◽  
Author(s):  
Theresa McGarry
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Language Ideology ◽  
Second Language Learning ◽  
Classroom Practices ◽  
Explanatory Power

AbstractThe increasing recognition of the concept language ideology and the corresponding increasing use of the term have not yet been matched by applications in the field of second language acquisition. However, applications of the concept in analysis of actual classroom practices have shown it to have considerable explanatory power. Greater consideration of language ideology in SLA is necessary not only to achieve greater understanding of the role of ideology in various areas but also to show connections between these areas that may yield important generalizations and to impel the application of the concept in areas where it has been neglected by highlighting its uneven treatment.

Which came first: Infants learning language or motherese?

2004 ◽  
Vol 27 (4) ◽  
pp. 505-506 ◽  
Author(s):  
Heather Bortfeld
Keyword(s):  
Language Acquisition ◽  
Word Recognition ◽  
Language Learning ◽  
Learning Process ◽  
Building Blocks ◽  
Speech Segmentation ◽  
Learning Language

Although motherese may facilitate language acquisition, recent findings indicate that not all aspects of motherese are necessary for word recognition and speech segmentation, the building blocks of language learning. Rather, exposure to input that has prosodic, phonological, and statistical consistencies is sufficient to jump-start the learning process. In light of this, the infant-directedness of the input might be considered superfluous, at least insofar as language acquisition is concerned.

Engagement in language learning: A systematic review of 20 years of research methods and definitions

2021 ◽  
pp. 136216882110012
Author(s):  
Phil Hiver ◽  
Ali H. Al-Hoorie ◽  
Joseph P. Vitta ◽  
Janice Wu
Keyword(s):  
Systematic Review ◽  
Qualitative Research ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Applied Linguistics ◽  
Inclusion Criteria ◽  
Learner Engagement ◽  
Quantitative And Qualitative Research ◽  
Active Learner

At the turn of the new millennium, in an article published in Language Teaching Research in 2000, Dörnyei and Kormos proposed that ‘active learner engagement is a key concern’ for all instructed language learning. Since then, language engagement research has increased exponentially. In this article, we present a systematic review of 20 years of language engagement research. To ensure robust coverage, we searched 21 major journals on second language acquisition (SLA) and applied linguistics and identified 112 reports satisfying our inclusion criteria. The results of our analysis of these reports highlighted the adoption of heterogeneous methods and conceptual frameworks in the language engagement literature, as well as indicating a need to refine the definitions and operationalizations of engagement in both quantitative and qualitative research. Based on these findings, we attempted to clarify some lingering ambiguity around fundamental definitions, and to more clearly delineate the scope and target of language engagement research. We also discuss future avenues to further advance understanding of the nature, mechanisms, and outcomes resulting from engagement in language learning.

scholarly journals Studying individual differences in the social environment to better understand language learning and processing

2016 ◽  
Vol 2 (s1) ◽  
Author(s):  
Shiri Lev-Ari
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Social Environment ◽  
Native Speakers ◽  
Linguistic Performance ◽  
The Social

AbstractPeople learn language from their social environment. Therefore, individual differences in the input that their social environment provides could influence their linguistic performance. Nevertheless, investigation of the role of individual differences in input on performance has been mostly restricted to first and second language acquisition. In this paper I argue that individual differences in input can influence linguistic performance even in adult native speakers. Specifically, differences in input can affect performance by influencing people’s knowledgebase, by modulating their processing manner, and by shaping expectations. Therefore, studying the role that individual differences in input play can improve our understanding of how language is learned, processed and represented.

APTITUDE AND SECOND LANGUAGE ACQUISITION

2005 ◽  
Vol 25 ◽  
pp. 46-73 ◽  
Author(s):  
Peter Robinson
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Cognitive Abilities ◽  
Theoretical Frameworks ◽  
Aptitude Tests ◽  
Advanced Level ◽  
Learning Success ◽  
And Performance

Recent second language acquisition (SLA) research into the cognitive abilities implicated in implicit, incidental, and explicit learning, and in learning and performance on tasks differing in their information processing demands has prompted new theoretical frameworks for conceptualizing L2 aptitude. This research is reviewed and related to measures of abilities operationalized in existing aptitude tests, as well as to measures of abilities that are the focus of more recent research in cognitive psychology. Finally, prospects for developing aptitude tests to serve the purposes of predicting both early and advanced level language learning success are discussed in the light of the SLA findings and aptitude frameworks reviewed.

(In)Commensurable Discourse: Researchers and Practitioners Bring Pragmatics to Language Learning

2010 ◽  
Vol 3 (1) ◽  
Author(s):  
Julie M. Sykes
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Empirical Research ◽  
Primary Component ◽  
Theory And Practice ◽  
Language Classroom ◽  
Growing Body ◽  
Valuable Role

AbstractThe recent surge in a growing body of empirical research is evidence of a strong theoretical push towards L2 pragmatic acquisition in the field of second language acquisition; yet, the reality is that we see very little evidence of pragmatics instruction in L2 contexts, suggesting a notable disconnect between theory and practice. This viewpoints article explores the valuable role both researchers and practitioners play in bridging the gap between theory and practice with the intention of bringing pragmatics to the forefront of the language classroom. It briefly discusses the importance of including pragmatics as a primary component of second language (L2) learning and then explores various obstacles to pragmatics instruction, paying special attention to the role both researchers and practitioners can play in overcoming them. Examples from current projects related to L2 Spanish pragmatics are presented where relevant.

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