Exam 4: Language Acquisition: Models

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The linguistic (nativist) theory of language acquisition suggests that humans are born with an innate ability to acquire language. One piece of evidence that supports this theory is the phenomenon of universal grammar. Children all over the world, regardless of their native language, go through similar stages of language development. This suggests that there is a universal set of linguistic principles that children are born with, which guide their language acquisition.

Additionally, children seem to have an innate understanding of grammar rules, such as the ability to form complex sentences and understand syntactic structures, even before they receive formal instruction. This suggests that there is a biological basis for language acquisition, as opposed to solely relying on environmental input.

Furthermore, children who are exposed to limited or impoverished language input still develop language skills, albeit at a slower pace. This suggests that there is an innate language acquisition device that allows children to acquire language even in less than ideal linguistic environments.

Overall, the observation of language development in children provides evidence that supports the linguistic (nativist) theory of language acquisition, as it suggests that there is a biological basis for language acquisition and that children are born with innate linguistic abilities.

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The behavioral model of language acquisition focuses on the idea that language is learned through imitation, reinforcement, and conditioning. This model suggests that children acquire language through exposure to language in their environment and through positive reinforcement for using language correctly. In terms of language intervention, the behavioral model suggests that interventions should focus on providing ample opportunities for language exposure and practice, as well as using reinforcement techniques such as praise or rewards for using language correctly.

On the other hand, the linguistic (nativist) model proposes that language acquisition is driven by innate linguistic knowledge and universal grammar. According to this model, children are born with a predisposition for language and are able to acquire language skills naturally through exposure to language in their environment. In terms of language intervention, the linguistic model suggests that interventions should focus on providing rich and varied language input, as well as creating an environment that supports natural language acquisition.

In contrast, the behavioral model emphasizes the role of environmental factors and learning through imitation and reinforcement, while the linguistic model emphasizes the role of innate linguistic knowledge and natural language acquisition. These differing perspectives have implications for language intervention, as the behavioral model may prioritize structured and systematic language teaching methods, while the linguistic model may prioritize creating a language-rich environment and supporting natural language acquisition processes. Ultimately, the choice of language intervention approach may depend on the specific needs and abilities of the individual child, as well as the goals of the intervention.