Specific Language Impairment Language is imperative in every aspect and communication in our daily lives. We interact and communicate effectively with our words, gesture or mimic to give information to the people around. Linguistic competence is at the mental level and suddenly articulated through speech organs. According to the Piaget’s theory in language acquisition that children in 5 years will have a vocabulary between 10,000 and 15,000 words. It follows that, there are some stages of language acquisition that children will pass to get perfectly language in their olds.
Some have argued that language acquisition device. Some have argued that language acquisition device provides children with a knowledge of linguistic universals, such as the existence of word order and word classes; others, that it provides only general procedures for discovering how language is to be learned. But all of its supporters are agreed that some such notion is needed in order to explain the remarkable speed with which children learn to speak, and the considerable similarity in the way grammatical patterns are acquired across different children and languages. Adult speech, it is felt, cannot of itself provide a means of enabling children to work out the regularities of language for themselves, because it is too complex and disorganized. However, it has proved difficult to formulate the detailed properties oflanguage acquisition device in an uncontroversial manner, in the light of the changes in generative linguistic theory that have taken place in recent years; and meanwhile, alternative accounts of the acquisition process have
First language acquisition is an interesting chapter. The chapter is talk about the first language formation processes in children. A child that does not hear,or is not allowed to use language will learn no language. In this section about the language acquisition schedule of children. During the first few months of life, the child gradually becomes capable of producing sequences of vowel-like sounds, particularly high vowels similar to [i] and [u].Four months: the first recognizable sounds are described as cooing with velar consonants [k] ; [g].
Compare to the time it takes in adults’ language learning, it is widely believed that children acquire their first language at a much higher speed. There have been a lot of researches concerning this topic. For example, White (2003) discussed about the theoretical problem of first language acquisition from the perspective of universal grammar; Krashen (1982) has proposed five hypothesis concerning principles and practices on the topic of second language acquisition. In order to analyze this topic, it is appropriate to start with children’s first language acquisition. By the comparison and analysis first language acquisition process, we may discover the features of language acquisition as well as the factors that affect the process.
Also, the capacity of the language is specific. The ability to acquire the languages or the child's first language is independent of intelligence. The acquisition pattern is comparatively orderly across children, different cultures and different languages. Language is acquired rapidity and easily, and without the instruction benefit. Children usually show creativity in their input which they exhibition to gain and acquire.
Any language acquisition is based on how much we listen and read in that given language. Like we acquire our mother tongue through listening and speaking, initially imitating sounds moving on to words and sentences as infants. Reading and writing comes later when we attend school. But second language or foreign language acquisition always begins after a learner goes to school and starts with reading and writing; listening and speaking always take a back seat or rather not present at all. This situation is rather predominant in Arab countries since English is not used anywhere in their day to day affairs.
During the early school years, children will learn more words and start to understand how the sounds within language work together. However, the learning doesn’t stop there because language development is a lifelong process. 1.2 The Concept of Language Development:
Various Theories on English Language Acquisition “How do we acquire languages?” and “Do we acquire a second language the same way as we do our first one?” are questions asked by linguists, psychologists and pedagogues regarding the acquisition of both native and foreign languages. Article’s title specifies English, since it is the most spoken language in the world and there are multiple papers and books about language acquisition written in it, but all the researches have been made regarding any first (and second) language acquisition; yet most of the researchers have used English as basis for examination and comparison. 1. Innateness Hypothesis. According to Noam Chomsky there is a language acquisition device in our brains that allows us to
he procedure of learning the primary language can be elaborated very simply: children first produce single words, then they learn to unite words into phrases, and with time they learn to combine phrases into sentences. This developmental procedure is driven by the urge to converse, which is part of every child’s biological inheritance. Right from the birth, children communicate with the people in their instant surroundings – initially through eye contact, then through gesture and posture. It has been rightly said that young children are natural language acquirers. They are self-motivated to choose a language without conscious learning, unlike adolescents and adults.
L1 and L2 acquisition share several similarities. First of all, regarding the language acquisition stages. There are similar patterns in learning a language, whether it is for L1 or L2. Ross Ellis suggested that there are three developmental stages that any language learner goes through (1984, cited in Ipek, 2009). The first one is the silent period, which is when the learner starts by listening to the language without any interaction.