Language Acquisition Theory In Psychology

On This Page:

Language is a cognition that truly makes us human. Whereas other species do communicate with an innate ability to produce a limited number of meaningful vocalizations (e.g., bonobos) or even with partially learned systems (e.g., bird songs), there is no other species known to date that can express infinite ideas (sentences) with a limited set of symbols (speech sounds and words).

This ability is remarkable in itself. What makes it even more remarkable is that researchers are finding evidence for mastery of this complex skill in increasingly younger children.

My project 1 51 — Language Acquisition in psychology refers to the process by which humans acquire the ability to perceive, produce, and use words to understand and communicate. This innate capacity typically develops in early childhood and involves complex interplay of genetic, cognitive, and social factors.

Infants as young as 12 months are reported to have sensitivity to the grammar needed to understand causative sentences (who did what to whom; e.g., the bunny pushed the frog (Rowland & Noble, 2010).

After more than 60 years of research into child language development, the mechanism that enables children to segment syllables and words out of the strings of sounds they hear and to acquire grammar to understand and produce language is still quite an enigma.

Behaviorist Theory of Language Acquisition

One of the earliest scientific explanations of language acquisition was provided by Skinner (1957). As one of the pioneers of behaviorism, he accounted for language development using environmental influence, through imitation, reinforcement, and conditioning.

In this view, children learn words and grammar primarily by mimicking the speech they hear and receiving positive feedback for correct usage.

Skinner argued that children learn language based on behaviorist reinforcement principles by associating words with meanings. Correct utterances are positively reinforced when the child realizes the communicative value of words and phrases.

For example, when the child says ‘milk’ and the mother smiles and gives her some. As a result, the child will find this outcome rewarding, enhancing the child’s language development (Ambridge & Lieven, 2011).

Over time, through repetition and reinforcement, they refine their linguistic abilities. Critics argue this theory doesn’t fully explain the rapid pace of language acquisition nor the creation of novel sentences.

Chomsky Theory of Language Development

However, Skinner’s account was soon heavily criticized by Noam Chomsky, the world’s most famous linguist to date.

In the spirit of the cognitive revolution in the 1950s, Chomsky argued that children would never acquire the tools needed for processing an infinite number of sentences if the language acquisition mechanism was dependent on language input alone.

Noam Chomsky introduced the nativist theory of language development, emphasizing the role of innate structures and mechanisms in the human brain. Key points of Chomsky’s theory include:

Language Acquisition Device (LAD): Chomsky proposed that humans have an inborn biological capacity for language, often termed the LAD, which predisposes them to acquire language.
Universal Grammar: He suggested that all human languages share a deep structure rooted in a set of grammatical rules and categories. This “universal grammar” is understood intuitively by all humans.
Poverty of the Stimulus: Chomsky argued that the linguistic input received by young children is often insufficient (or “impoverished”) for them to learn the complexities of their native language solely through imitation or reinforcement. Yet, children rapidly and consistently master their native language, pointing to inherent cognitive structures.
Critical Period: Chomsky, along with other linguists, posited a critical period for language acquisition, during which the brain is particularly receptive to linguistic input, making language learning more efficient.

Critics of Chomsky’s theory argue that it’s too innatist and doesn’t give enough weight to social interaction and other factors in language acquisition.

Universal Grammar

Consequently, he proposed the theory of Universal Grammar: an idea of innate, biological grammatical categories, such as a noun category and a verb category, that facilitate the entire language development in children and overall language processing in adults.

Universal Grammar contains all the grammatical information needed to combine these categories, e.g., nouns and verbs, into phrases. The child’s task is just to learn the words of her language (Ambridge & Lieven).

For example, according to the Universal Grammar account, children instinctively know how to combine a noun (e.g., a boy) and a verb (to eat) into a meaningful, correct phrase (A boy eats).

This Chomskian (1965) approach to language acquisition has inspired hundreds of scholars to investigate the nature of these assumed grammatical categories, and the research is still ongoing.

Contemporary Research

A decade or two later, some psycho-linguists began to question the existence of Universal Grammar. They argued that categories like nouns and verbs are biologically, evolutionarily, and psychologically implausible and that the field called for an account that can explain the acquisition process without innate categories.

Researchers started to suggest that instead of having a language-specific mechanism for language processing, children might utilize general cognitive and learning principles.

Whereas researchers approaching the language acquisition problem from the perspective of Universal Grammar argue for early full productivity, i.e., early adult-like knowledge of the language, the opposing constructivist investigators argue for a more gradual developmental process. It is suggested that children are sensitive to patterns in language which enables the acquisition process.

An example of this gradual pattern learning is morphology acquisition. Morphemes are the smallest grammatical markers, or units, in language that alter words. In English, regular plurals are marked with an –s morpheme (e.g., dog+s).

Similarly, English third singular verb forms (she eat+s, a boy kick+s) are marked with the –s morpheme. Children are considered to acquire their first instances of third singular forms as entire phrasal chunks (Daddy kicks, a girl eats, a dog barks) without the ability to tease the finest grammatical components apart.

When the child hears a sufficient number of instances of a linguistic construction (i.e., the third singular verb form), she will detect patterns across the utterances she has heard. In this case, the repeated pattern is the –s marker in this particular verb form.

As a result of many repetitions and examples of the –s marker in different verbs, the child will acquire sophisticated knowledge that, in English, verbs must be marked with an –s morpheme in the third singular form (Ambridge & Lieven, 2011; Pine, Conti-Ramsden, Joseph, Lieven & Serratrice, 2008; Theakson & Lieven, 2005).

Approaching language acquisition from the perspective of general cognitive processing is an economic account of how children can learn their first language without an excessive biolinguistic mechanism.

Conclusion

However, finding a solid answer to the problem of language acquisition is far from being over. Our current understanding of the developmental process is still immature.

Investigators of Universal Grammar are still trying to convince that language is a task too demanding to acquire without specific innate equipment, whereas constructivist researchers are fiercely arguing for the importance of linguistic input.

The biggest questions, however, are yet unanswered. What is the exact process that transforms the child’s utterances into grammatically correct, adult-like speech? How much does the child need to be exposed to language to achieve the adult-like state?

What account can explain variation between languages and the language acquisition process in children acquiring very different languages to English? The mystery of language acquisition is granted to keep psychologists and linguists alike astonished decade after decade.

FAQs

What is language acquisition?

Language acquisition refers to the process by which individuals learn and develop their native or second language.

It involves the acquisition of grammar, vocabulary, and communication skills through exposure, interaction, and cognitive development. This process typically occurs in childhood but can continue throughout life.

What is Skinner’s theory of language development?

Skinner’s theory of language development, also known as behaviorist theory, suggests that language is acquired through operant conditioning. According to Skinner, children learn language by imitating and being reinforced for correct responses.

He argued that language is a result of external stimuli and reinforcement, emphasizing the role of the environment in shaping linguistic behavior.

What is Chomsky’s theory of language acquisition?

Chomsky’s theory of language acquisition, known as Universal Grammar, posits that language is an innate capacity of humans.

According to Chomsky, children are born with a language acquisition device (LAD), a biological ability that enables them to acquire language rules and structures effortlessly.

He argues that there are universal grammar principles that guide language development across cultures and languages, suggesting that language acquisition is driven by innate linguistic knowledge rather than solely by environmental factors.

References

Ambridge, B., & Lieven, E.V.M. (2011). Language Acquisition: Contrasting theoretical approaches. Cambridge: Cambridge University Press.

Chomsky, N. (1965). Aspects of the Theory of Syntax. MIT Press.

Pine, J.M., Conti-Ramsden, G., Joseph, K.L., Lieven, E.V.M., & Serratrice, L. (2008). Tense over time: testing the Agreement/Tense Omission Model as an account of the pattern of tense-marking provision in early child English. Journal of Child Language, 35(1): 55-75.

Rowland, C. F.; & Noble, C. L. (2010). The role of syntactic structure in children’s sentence comprehension: Evidence from the dative. Language Learning and Development, 7(1): 55-75.

Skinner, B.F. (1957). Verbal behavior. Acton, MA: Copley Publishing Group.

Theakston, A.L., & Lieven, E.V.M. (2005). The acquisition of auxiliaries BE and HAVE: an elicitation study. Journal of Child Language, 32(2): 587-616.