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    Language Acquisition

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    mahdi
    The document discusses different perspectives on language acquisition, including Vygotskian and Piagetian views. It notes that Vygotsky emphasized the interdependence of language and thought in development, while Piaget viewed cognitive development as autonomous from and prior to language development. The document also examines learnability theory and Vygotsky's zone of proximal development, which assesses a child's potential learning through social interactions versus individual problem-solving abilities.

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    Language Acquisition

    Uploaded by

    mahdi
    19 views2 pages
    The document discusses different perspectives on language acquisition, including Vygotskian and Piagetian views. It notes that Vygotsky emphasized the interdependence of language and thought in development, while Piaget viewed cognitive development as autonomous from and prior to language development. The document also examines learnability theory and Vygotsky's zone of proximal development, which assesses a child's potential learning through social interactions versus individual problem-solving abilities.

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    Language acquisition

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    The document discusses different perspectives on language acquisition, including Vygotskian and Piagetian views. It notes that Vygotsky emphasized the interdependence of language and thought in development, while Piaget viewed cognitive development as autonomous from and prior to language development. The document also examines learnability theory and Vygotsky's zone of proximal development, which assesses a child's potential learning through social interactions versus individual problem-solving abilities.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    19 views2 pages

    Language Acquisition

    Uploaded by

    mahdi
    The document discusses different perspectives on language acquisition, including Vygotskian and Piagetian views. It notes that Vygotsky emphasized the interdependence of language and thought in development, while Piaget viewed cognitive development as autonomous from and prior to language development. The document also examines learnability theory and Vygotsky's zone of proximal development, which assesses a child's potential learning through social interactions versus individual problem-solving abilities.

    Copyright:

    © All Rights Reserved
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    of 2

    Language acquisition

    Dr. Amin zadeh


    Somayeh Mohammadi Chahaki

    Hickmann contrasts Vygotskian and Piagetian perspectives on the inferences to


    be made from children's language behavior, as it changes, to cognitive and social
    development. Untypical Piagetian ......> considering relationship between cognitive
    and language by Corrigan (1978). Which provides data on relationship between an
    infant's sensorimotor development and language ability. The point at issue for
    Hickmann: how far one can accept a paradigm that treats cognition and language as
    separate entities. With language seen as a product of cognitive development:
    language on this view is one of a number of behaviors which follow from principles
    of organization and mechanisms of development which are themselves autonomous.

    Following Vygotsky, she emphasizes the interdependence of language and


    thought in development. Those who insist on the interdependence and priority of
    cognition tend when considering language, to be concerned with the formal-
    structural properties of sentence-like units which are context-independent.
    Interactionist ......> tends to be more at ease with functionally and pragmatically
    inclined accounts of language for which the context-dependent and social nature of
    language is primary.

    Learnability theory, narrowly defined refers to formally specified principles of


    language acquisition to which the child has access. It depends upon 1.assumptions
    about the mental representation of the end-point of development, 2.the data to which
    the child has access the data.

    Paying attention to the meaning intention of the child and responding


    appropriately is facilitating for the child. By contrast variations in feedback from
    parents relating to the grammatical form of child utterances do not seem to account
    for individual differences in rates of development.

    1
    For Piaget, cognitive development is in principle both autonomous from
    language development and casually prior to it. The theoretical issue has been
    controversial in earlier stages of development (pre-operational). Based on Piaget's
    position language was neither necessary nor sufficient of the higher stages (formal
    operational).

    The properties and uses of sign systems, especially language, lead to new forms
    of organization in development that transform in fundamental ways other aspects of
    development. Semiotic mediation has enormous implications for what Vygotsky
    postulates to be the dynamic mechanisms of development and what he describes the
    process of internalization. For Piaget: thought emerges mostly as internalized action,
    its development is initially the result of internalizing the means-ends organization of
    sensorimotor activity. For Vygotsky: thought is mediated by inner speech, its
    development is initially the result of internalizing a new kind of means-ends
    organization which is imposed by speech and transforms the organization of all
    activities.

    Vygotsky proposed to interpret children's cognitive skills in terms of the notion


    of the zone of proximal development:
    1. Their behaviors when they solve a problem in social interactions. (Potential
    level of development).
    2. Their behaviors when they can solve the problem on their own (actual level
    of development).

    Summary of Vygotsky's approach as follow:


    Cognitive development is necessarily dependent on the fact that language is
    multifunctional, it is a sign system which is simultaneously used for abstract
    representation and for communication in social-interactive contexts. The context-
    dependent indicatory aspects of communication in social interaction are primary and
    constitute the foundation for the development of abstract reference-and-prediction.

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