Development of language- Noam Chomsky and Vygotsky
- 1. DEVELOPMENTOF LANGUAGE- Noam Chomsky and Vygotsky PRESENTED BY ANIE KURIYAN Aspects of development
- 2. LANGUAGEDEVELOPMENT • Language development is a process through which a child learns to communicate. • A conducive environment is crucial for the proper development of language skills. • Language development occurs in multiple stages, not as a single-step process. • Initially, a child learns common words (lexical words) during the early stages of language development. • As language skills progress, the child becomes adept at understanding grammatical words in later stages.
- 3. • Language serves as a means of communication and involves a system of symbols. • Through language, individuals express ideas and views to others. • Infants begin learning language from birth, and it is crucial for their overall development. Language development follows a sequential progression with six key stages: a. Crying b. Cooing c. Babbling d. One-word stage e. Two-word stage f. Pre-school period STAGES OF LANGUAGE DEVELOPMENT
- 4. THEORIES OF LANGUAGE DEVELOPMENT • The different theories of language development can be broadly categorized into three approaches: a) Behaviorism. it holds that language develops as a result of environmental influences b) Nativism: It holds that language development is inborn or innate c) Interactionism: It emphasizes the interaction between environmental influences and innate abilities in language development.
- 5. In the mid-twentieth century, Noam Chomsky developed language acquisition theory. This theory asserts that every child is born with a language acquisition device (LAD). The LAD is a hypothetical tool that helps children quickly learn and understand language. CHOMSK’S VIEWS ON LANGUAGE DEVELOPMENT
- 6. Thank you! SEE YOU IN THE NEXT LESSON! • Children are born with a special biological brain mechanism to learn languages, which he called a Language Acquisition Device (LAD). • Despite many superficial differences found in the surface structure of different languages of the world, they have the same basic underlying gramatic structures and principles, which he called Universal Grammar (UG). • The LAD contains knowledge of universal grammar (UG). LANGUAGE ACQUISITION THROUGH UNIVERSAL GRAMMAR
- 7. Thank you! SEE YOU IN THE NEXT LESSON! • All children go through a critical learning period in the first three years of their life during which the child's LAD is active. • The LAD accepts the primary linguistic data (from the environment) as input, processes and transforms it with the help of the UG, and generate as an output a grammar of the language from which the data have been drawn. • During language acquisition, the UG develops into a particular grammar of the language that the child is exposed to. The child then extracts and imbibes the rules of the language. This is called the Generative Grammar (GG).
- 8. Thank you! SEE YOU IN THE NEXT LESSON! • The GG provides a set of rules that can accurately predict which combinations of words are able to make grammatically correct sentences. • Once the child can master these rules and transformations, it has the ability to workout and expands on his grammar by using these rules to create new sentences that it has not heard before.
- 9. VYGOTSKY’S VIEWS ON LANGUAGE DEVELOPMENT • Vygotsky's perspective: Cognitive activities are shaped within a social-historical matrix. • Fundamental cognitive skills result from socio-historical development, not innate factors. • Language and cognitive abilities are products of activities in cultural social institutions. • The child's cognitive development is influenced by societal and personal history. • Language plays a vital role in shaping how a child learns to think. • Advanced modes of thought are transmitted to the child through language.
- 10. Vygotsky’s Postulates • Language is a tool for thought • Language is socially constructed • Interdependence of thought and language
- 11. The primitive or natural stage: It is characterized by pre-intellectual speech and pre-verbal thought, at the level of behaviour. In-growth stage: At this stage: (a) the external operations turn inward (b) child acquires ability for counting in the head (c) logical memory develops (d) achieve soundless speech. Egocentric speech stage: It is characterized by:(a) the use of externa. signs as aids in the solution of internal problems (b) counting on the fingers (c) egocentric speech becomes more and more curtaile and esoteric Naive psychological stage: It is characterized by: (a) the childs’ experience with his own body and of objects and the use of tools (b) increasingly correct use of language structures without the understanding of their logical meaning. Stages in the Development of Language and Thought
- 12. Factors Influencing Language Development The child's maturity pattern Family Environment Child’s mental development Objects around the child The school 01 02 03 04 05
- 13. Role of the Teacher in Language Development • The teacher herself must listen to the children attentively in order to encourage attentive listening among them. • Provide ample opportunity for the children to speak and express himself which will foster his expressive skills. • Preparing a list of difficult words involving similar syllables or consonant clusters and helping children to correct pronunciation. • The teacher should provide rich language experience to the children in the pre-school by talking to them on diverse but familiar matters. • While talking to children talk slowly, clearly and in short sentences. Avoid baby talk with children. • Provide opportunities for listening to the recorded programmes of songs, stories, dramas etc.
- 14. Role of the Teacher in Language Development • Provide language experience through stories and songs that will enhance children's expressive and receptive (understanding) skills. • Providing opportunities to children to associate sounds with appropriate pictures of trees, animals, birds, objects etc. • Asking children to find out small differences in two or more similar pictures. • Avoid direct and blunt correction of mistakes in children's utterances particularly in front of others, as it only serves to reduce children's motivation to express themselves.
- 15. Thank you!