Scribd
Upload
17 views1 page

Me

The document discusses two major theories of language acquisition: the Nativist Theory, which posits that humans are biologically predisposed to learn language through an innate Language Acquisition Device, and the Social Interactionist Theory, which emphasizes the role of social interaction and cultural context in language development. Recent studies support both theories, highlighting the importance of biological readiness and social engagement in language learning. The document also notes critiques of the Nativist Theory for underestimating social influences and elaborates on the significance of the Zone of Proximal Development in the Social Interactionist perspective.

Uploaded by

nkhatasibongile7
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
17 views1 page

Me

The document discusses two major theories of language acquisition: the Nativist Theory, which posits that humans are biologically predisposed to learn language through an innate Language Acquisition Device, and the Social Interactionist Theory, which emphasizes the role of social interaction and cultural context in language development. Recent studies support both theories, highlighting the importance of biological readiness and social engagement in language learning. The document also notes critiques of the Nativist Theory for underestimating social influences and elaborates on the significance of the Zone of Proximal Development in the Social Interactionist perspective.

Uploaded by

nkhatasibongile7
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 1

DPED/23/GO5/016 MPHATSO NKHATA

THEORIES OF LANGUAGE ACQUISITION

Language acquisition is a fundamental aspect of human development, enabling individuals to


communicate, express thoughts, and engage in social interaction. Over the years, various theories have
been developed to explain how humans acquire language. Among these, the Nativist Theory and the
Social Interactionist Theory are two of the most influential. This essay explores these theories in detail,
using scholarly references from 2020 and beyond.

The Nativist Theory. The Nativist Theory, primarily associated with Noam Chomsky, argues that humans
are biologically equipped to acquire language. According to this theory, children are born with an innate
ability known as the Language Acquisition Device (LAD), which allows them to rapidly learn and
understand language from their environment (Chomsky, 1965). Recent studies continue to support the
idea that certain neural mechanisms predispose humans to language. Chomsky’s theory has been
reinforced by findings in neuroscience. According to a recent study by Hauser and Watumull (2020),
language-specific brain structures such as Broca’s and Wernicke’s areas show early development in
children, suggesting biological readiness for language learning. This supports the idea that language
acquisition is not entirely dependent on environment or reinforcement but is partially guided by innate
structures.

Moreover, research by Berwick and Chomsky (2021) reiterates that the "universal grammar"—a set of
grammatical principles shared by all languages—suggests a common biological foundation for language
across cultures. However, critics argue that the Nativist Theory does not adequately explain how social
and cultural factors influence language learning. While it emphasizes internal structures, it may
underplay the role of interaction and context.

The Social Interactionist Theory. In contrast, the Social Interactionist Theory, championed by Lev
Vygotsky and later scholars, posits that language develops primarily through social interaction.
According to this theory, language learning occurs in a cultural context and is shaped by communication
with caregivers, peers, and the environment. Recent research emphasizes the importance of interaction
in language acquisition. Tomasello and Carpenter (2020) argue that language emerges from the need to
communicate and is built through joint attention, imitation, and shared intentionality. Children learn
words and grammar not in isolation but through active engagement in social exchanges.

Similarly, a 2021 study by Roseberry et al. found that children exposed to interactive storytelling and
responsive conversations acquired language skills more effectively than those who only watched or
listened passively. This highlights the importance of social cues and feedback in language learning.
Furthermore, the Zone of Proximal Development (ZPD), a key concept introduced by Vygotsky, explains
how children achieve higher levels of language competence when guided by more knowledgeable
others (Vygotsky, 1978; reinterpreted in Liu & Chen, 2022). This guidance helps bridge the gap between
what a child can do alone and what they can achieve through support.

You might also like