Name : Balaod,Angelica S.

Year/Section: BSED -II

What is Language Acquisition Theory?

Language acquisition refers to how humans can develop the ability to understand and use
language. The method through which we are able to create and acquire a language is called language
acquisition. Speaking, listening, writing, and all forms of communication generally fall under this
category. No other creature on Earth that we are aware of can convey an infinite number of abstract
concepts with a finite set of symbols, despite the fact that bonobos, a kind of monkey, can generate
vocalizations with meaning, birds can sing, and whales have their own form of language (gestures,
words, and sounds).

The phrase "language acquisition" frequently relates to the acquisition of a first language,
which simply indicates that the language was learned as an infant (unless the child learns two or more
languages at the same time). Second-language acquisition, on the other hand, refers to the process
through which individuals of all ages learn languages in addition to their original tongue. The major topic
of "how do humans acquire a language?" is addressed by at least one language acquisition theory for
each of these concepts. ”

What are the differences between the four main theories of language acquisition ;
Behaviorist,Innateness,Cognitive ,and Interaction?

• Behavioural theory (BF Skinner theory of langauge acquisition). The Behavioural theory of language
acquisition, sometimes called the Imitation Theory, is part of behaviorist theory . According to
behaviorism, we are a result of our surroundings. Children lack the internal processes or capacity to
independently acquire language. According to BF Skinner (1957), children first pick up language by
mimicking their caregivers, who are typically their parents, before changing their language use as a
result of operant conditioning.

• Cognitive theory (Jean Piaget theory of language acquisition).According to the Cognitive theory
of language acquisition, our thoughts and internal workings are what primarily motivate our behavior.
According to Jean Piaget (1923), children have very limited cognitive capacity at birth, but as they get
older and interact with the outside world, their minds expand and form new schemas. Piaget thought
that cognitive development had to come before language development because it would be impossible
for children to express things that they don't yet understand. Eventually, they can apply language to
their schemas through assimilation (fitting new information into what is already known) and
accommodation (changing one's schemas to support new information). Piaget suggested that this
cognitive development could be divided into four stages: sensorimotor, preoperational, concrete
operational, and formal operational stages. However, Piaget's four stages of cognitive development;
First is the sensorimotor stage. For instance, a younger child without a sense of time could not express
things in the future tense or speak hypothetically. Between birth and the age of two, this occurs. The
toddler is gaining sensory coordination at this time and interacts with their surroundings by touching
and playing with objects.The following stage, known as the pre-operational stage, lasts from the age of
two to seven. Children can utilize language at this stage with a better understanding of grammatical
structure, context, and syntax. The next level is the concrete operational stage, which is still relatively
egocentric in children (their understanding of the world is restricted to how it affects them).Ages seven
to eleven are involved. Children can now rationalize their beliefs and speak more in-depth about their
own ideas and the world around them since they have gained reasoning and logic at this stage, as well
as an understanding of concepts like time, numbers, and object qualities. They can discuss their beliefs
with others and comprehend how different results or points of view might exist. The official operational
stage is the last stage. From the age of twelve till maturity, this occurs. Children can use higher thinking
at this age and can think and talk about things that are abstract, such hypothetical situations, morals,
and political ideologies. Since a person's awareness of the universe has no cognitive age restriction at
this point, language is practically limitless.

• Interactionist theory (Jerome Bruner theory of language acquisition).According to Erome

Bruner (1961), children have the capacity to absorb language from birth, but they must regularly engage
with their caretakers or teachers in order to fully understand it. The Language Acquisition Support
System is a name for this concept (LASS). Children's verbal errors are frequently corrected by caregivers,
and they are also regularly taught what various objects are and what they are used for. According to
Bruner, doing so aids in creating the support structures that kids will later rely on as they continue to
improve their language skills.

• Innate Thoeory ( Noam Chomsky theory of language acquisition). The innate thoery (also
known as Innatist Theory, Nativist Theory, Rationalist Theory, Mentalist Theory) of language
acquisition.Chomsky's work has been highly controversial, rekindling the age-old debate over whether
language exists in the mind before experience. Despite its few limitations, the Innate Theory is rich
enough to provide a substantial idea of how a child acquires his/her first language.

I conclude that is it important for us to know and understand these theories of language
acquisition because through understanding of the language acquisition process and its levels will help
teachers tailor instruction to meet the needs of a diverse group of learners. Students will benefit from
everything teachers do to support the development of their language skills while teaching them grade
level content.Yet,I belived the four theories perspectives on language learning and acquisition in an
attempt to elucidate how people acquire their first language (L1) and learn their second language (L2).
Behaviorist, Cognitivist,Innateness and Interactionist offer different perspectives on language learning
and acquisition which influence the acceptance of how an L2 should be taught and learned.