First language acquisition theories malik sahab
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![Cognitivism<br />Cognition is the process involved in thinking and mental activity, such as attention, memory and problem solving.<br />Cognitivism emerged as a response to the behaviourist paradigm. Unlike behaviourism, cognitivism focused on the inner mental activities of human beings in order to understand how people learn. Mental processes such as thinking, memory, knowing and problem-solving were focused upon in such regard. Where behaviorists saw humans as programmed animals who responded to some stimuli, cognitivists proposed the notion that people were rational beings who require active participation in order to learn and whose actions are an outcome of thinking. The cognitivists argue that the black box of the human mind should be opened and understood. Changes in behaviour are observed, but only as an indication of what is occurring in the learner’s head. Language acquisition, regarding cognitive theory, must be viewed within the context of child’s intellectual development. Before children can use linguistics features, their ability to make relative judgements should be developed.<br />Cognitive theories of language acquisition<br />Two theories of cognitive language acquisition are to be discussed here, which are:<br />,[object Object]](https://image.slidesharecdn.com/firstlanguageacquisitiontheoriesmaliksahab-101227030433-phpapp02/85/first-language-acquisition-theories-malik-sahab-1-320.jpg)
![Cognitive theory of language acquisition by Lev VygotskyCognitive theory of language acquisition by Jean Piaget<br />For Piaget, language acquisition is a cognitive and sort of emotional process that follows certain stages of human development. Piaget linked language development to a child’s cognitive development meaning that the development of the child’s thinking determines when the child can learn to speak and what the child can say. For example, before a child says, “This is car is bigger than that one” he must be having the concepts of size and comparison in his mind. Piaget says that children learn to talk naturally when they are ready without any deliberate teaching by adults.<br />Piaget claimed that child language is egocentric whereas adult language is socialized. He distinguished between three types of egocentric speech:<br />,[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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First language acquisition theories malik sahab
- 3. Monologue: talking to themselves, apparently speaking their thoughts aloud
- 9. This is the first stage of development, which begins at birth and continues up to about age 2. In this stage, children learn about physical objects and are concerned with motor skills and the consequences of some of their actions. Whenever the children see a new object, they shake it, throw it, chew it or put it in their mouth simply, so that they may understand its characteristics. Around age 1, children learn the concept of object permanence i.e. an object continues to exist even if it out sight of a child.
- 11. This is the second stage of development, beginning around age 2 and continuing up till age 6 or 7. This stage is marked by acquisition of language and during this stage children become able to think of symbols, to form ideas from words, etc. Children, in this stage, also begin to understand concept of space and time and understand numerical concepts like addition and subtraction, they are able even to differentiate between past and future although they remain highly focused on the present. They focus more on concrete physical situations and have difficulty in dealing with abstract concepts. The thought of a child at this stage is very egocentric and often assumes that people see situations from his viewpoint.
- 13. This is the third stage of development, beginning around age 6 or 7 and continuing up till age 11 or 12. Children are now able to group certain things into categories, and put objects into size order, number order, and any other types of systematic ordering. There is a form of logical reasoning and thinking. Their experience of the world at this age makes them able to imagine events that occur outside of their own lives. A capacity for abstraction is also acquired at this stage and children begin to study complex disciplines such as mathematics, solve problems with number and reverse previously performed operations. The children are able to understand views and perspectives of other people and are capable of concentrating on more than one thing at a time. In this stage a child can do mental operations but only with real concrete objects, events or situations.