“What do Languages have in Common?

”
Cameron Morin

A Reflective Essay

Presented to Associate Professor Cecil Bermudo-Diva of the

Graduate Studies and Applied Research
LAGUNA STATE POLYTECHNIC UNIVERSITY
San Pablo City Campus
San Pablo City, Laguna

In Partial Fulfillment
of the Requirements for the course subject:
Introduction to Linguistics

RUTH L. MARTIREZ
 “The interpretation and use of words involve a process of free creation.” Noam Chomsky. Our ability to
communicate and to understand is innate from the day we are born. There is something special to the human mind
that enables us to interpret and express our ideas freely with the language we use.

With this in mind, we can support that there is genetically encoded biological machinery for language
learning that is innate to humans. It can be stated that language acquisition is innate to humans but the process of
acquiring one's language from the other is widely different and complex. This can be observed as a second
language teacher on how our learners learn the English Language, they both follow rules and patterns but in
different set of rules and patterns.

It cannot be determined that all languages follow similar structures and rules but Chomsky's theories are
profound in language acquisition. Indeed, all language follows grammatical rules and principles but there is no
specific, isolated, innate language faculty that all languages follow.

All languages are consist of rules but have restrictions on how words must be arranged to construct a
sentence widely different from one another. The rules are known as grammar. This rule is a part of our
unconscious knowledge of our languages such as the rules for every level of language-word formation, the order,
and patterns of words [e.g. English: Linda habitually runs in the morning. (N-Adv-PP) Filipino: Ugali ng
tumakbo ni Linda sa umaga. (Adv-N-PP)]According to Snyder (1971) he supported this theses: first, that there are
rules of language; second, that there are important aspects of linguistic behaviour which can be understood only in
terms of their depending on such rules; third, that it is part of the very concept of linguistic behaviour that it is
rule-governed. As second language teachers, we should have a concrete understanding of the set of rules applied
in the English language that is different from the native language.

Languages are systematic and innate but the process of acquisition is different. Language is constructed
and form systematically from phonetics to phonemes to its morphemes down to its syntax rules to its
interpretations, what we called pragmatics and discourse. All these are present in all languages and constructions
that are innate to the native speakers but their faculty of rules are different which can be observed in the process
of acquisition of the second language. Teachers of the second language experience difficulty in teaching the
second language because of the variation on the L1 and L2 even they both possess the systematic patterns of
language. McLaughlin (1987) claims that the learner's first language has an effect on acquisitional sequences
which either slows their development or modifies it. He adds that considerable individual variation in how
learners acquire a second language, such as different learning, performance, and communication strategies,
obscure the acquisitional sequences for certain constructions.

Language can be interpreted and the constructions of sentences are infinite and free creation but the
limited understanding and acquisition of language use, hinder the formation of ideas or sentences and can create
ambiguity to the receiver of the message. Stephen Krashen (1982) has put forward the Input Hypothesis which
reveals the importance he places on input. He argues that the learner needs to receive comprehensible input to
acquire language. Information about the grammar is automatically available when the input is understood. The
importance of language teacher is crucial to the language development of the learners, especially in L2. Mastery
and recognizing the difference between the language faculty L1 and L2 will help in providing a clearer view of
the second language.

Although Chomsky's theory of Universal Grammar does not answer the question: "What is common to all
languages?", his theory helped in the development of the study of Human Language it opens to widen our
understanding of how our languages forms and interpret. It gives opportunities for other languages to study and
observe, support and re-evaluate other underlying theories connected with language formation. Language is
complex but continuous development make it easier to learn and acquire. Generative Grammar represented by
Chomsky. The aim is to study individual languages in great depth in order to identify the principles of grammar
which underlie and govern specific rules. (Ellis, 1994)

As a second language teacher we should provide adequate authentic language materials to raise students’
awareness of first language and second language. We should not base our teaching on just a single claim or factor
involved in language acquisition. Language are innate or inborn because it is our tool to express our ideas/taught
and communicate with one another despite this diversity.

Reference:

Ellis, R. (1994). The study of second language acquisition. China: Oxford University Press.
McLaughlin, B. (1991). Theories of second-language learning. Great Britain: Arnold
Krashen, S. (1982). Theory versus practice in language training. In R. W. Blair (Ed.), Innovative approaches to
language teaching (pp. 15-24). Rowley, MA: Newburry House Publishers
Morin, C., “What do Languages have in Common?”
https://www.youtube.com/watch?v=RQW3zC5QaY4&t=58s&ab_channel=TED-Ed