Different Perspectives on the Origin of Language and the Evidences from the Field of Language Acquisition
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Second Language Acquisition Through Neurolinguistic Programming: a Psychoanalytic Approach
International Journal of Engineering & Technology, 7 (4.36) (2018) 624-629 International Journal of Engineering & Technology Website: www.sciencepubco.com/index.php/IJET Research paper Second Language Acquisition Through Neurolinguistic Programming: A Psychoanalytic Approach A. Delbio1*, M. Ilankumaran2 1Research Scholar in English, Noorul Islam Centre for Higher Education, Kumaracoil. 2Professor of English, Noorul Islam Centre for Higher Education, Kumaracoil, Thuckalay, Tamilnadu, India. E-mail:[email protected] *Corresponding author E-mail: [email protected] Abstract English is the only lingua-franca for the whole world in present age of globalization and liberalization. English language is considered as an important tool to acquire a new and technical information and knowledge. In this situation English learners and teachers face a lot of problems psychologically. Neuro linguistic studies the brain mechanism and the performance of the brain in linguistic competences. The brain plays a main role in controlling motor and sensory activities and in the process of thinking. Studies regarding development of brain bring some substantiation for psychological and anatomical way of language development. Neuro-Linguistic Programming (NLP) deals with psychological and neurological factors. It also deals with the mode of brain working and the way to train the brain to achieve the purpose. Many techniques are used in the NLP. It improves the fluency and accuracy in target language. It improves non-native speaker to improve the LSRW skills. This paper brings out the importance of the NLP in language learning and teaching. It also discusses the merits and demerits of the NLP in learning. It also gives the solution to overcome the problems and self-correction is motivated through neuro-linguistic programming. -
What Is the Relationship Between Language Production and Comprehension?
Journal of Memory and Language 89 (2016) 1–7 Contents lists available at ScienceDirect Journal of Memory and Language journal homepage: www.elsevier.com/locate/jml Editorial Same, different, or closely related: What is the relationship between language production and comprehension? The historical tradition in psycholinguistics has largely became a hot issue through Lee’s (1950) discovery of the been to study either language production or comprehen- delayed auditory feedback (DAF) effect. When you hear your sion. Almost all of nineteenth century psycholinguistics, own speech delayed by some 150 ms, speech fluency dra- for instance, concerned the production of language, culmi- matically breaks down. Based on these observations, Lee nating in Wundt’s two-volume Die Sprache of 1900. This designed an engineering model of self-monitoring, which also held for research in language acquisition which, lar- required feedback to take place within the syllable being gely based on diary data, almost exclusively concerned spoken. the child’s production of speech until Eimas, Siqueland, Almost simultaneously, Broadbent (1952) demon- Jusczyk, and Vigorito (1971) introduced the experimental strated that participants were unable to understand a study of speech perception in infants. During the 1970s new question while answering a previous question. Atten- psycholinguistics became almost exclusively comprehen- tion can focus on one or the other task, but not on both sion research. Johnson-Laird opened his review of experi- simultaneously. This insight led to Broadbent’s famous fil- mental psycholinguistics in the 1974 Annual Review of ter model of selective attention. The issue kept returning in Psychology with the statement: ‘‘The fundamental problem psycholinguistics. -
Statistical Language Learning: Learning-Oriented Theories Is That Mechanisms and Constraints Such Accounts Seem at Odds with One of the Central Observations 1 Jenny R
110 VOLUME 12, NUMBER 4, AUGUST 2003 most important arguments against Statistical Language Learning: learning-oriented theories is that Mechanisms and Constraints such accounts seem at odds with one of the central observations 1 Jenny R. Saffran about human languages. The lin- Department of Psychology and Waisman Center, University of Wisconsin–Madison, guistic systems of the world, de- Madison, Wisconsin spite surface differences, share deep similarities, and vary in non- arbitrary ways. Theories of language Abstract guage, it seems improbable that chil- acquisition that focus primarily on What types of mechanisms dren could ever discern its structure. preexisting knowledge of language underlie the acquisition of hu- The process of acquiring such a sys- do provide an elegant explanation man language? Recent evidence tem is likely to be nearly as com- for cross-linguistic similarities. suggests that learners, includ- plex as the system itself, so it is not Such theories, which are exempli- ing infants, can use statistical surprising that the mechanisms un- fied by the seminal work of Noam properties of linguistic input to derlying language acquisition are a Chomsky, suggest that linguistic uni- discover structure, including matter of long-standing debate. One versals are prespecified in the child’s sound patterns, words, and the of the central focuses of this debate linguistic endowment, and do not re- beginnings of grammar. These concerns the innate and environ- quire learning. Such accounts gener- abilities appear to be both pow- mental contributions to the lan- ate predictions about the types of erful and constrained, such that guage-acquisition process, and the patterns that should be observed some statistical patterns are degree to which these components cross-linguistically, and lead to im- more readily detected and used draw on information and abilities portant claims regarding the evolu- than others. -
Two Modern Compositional Approaches
Musical Aesthetics of the Natural World: Two Modern Compositional Approaches Eli Stine and Christopher Luna-Mega University of Virginia, McIntire Department of Music Throughout recorded human history, experiences and observations of the natural world have inspired the arts. Within the sonic arts, evocations of nature permeate a wide variety of acoustic and electronic composition strategies. These strategies artistically investigate diverse attributes of nature: tranquility, turbulence, abundance, scarcity, complexity, and purity, to name but a few. Within the 20th century, new technologies to understand these attributes, including media recording and scientific analysis, were developed. These technologies allow music composi- tion strategies to go beyond mere evocation and to allow for the construction of musical works that engage explicit models of nature (what has been called ‘biologically inspired music’). This paper explores two such deployments of these ‘natural sound models’ within music and music generation systems created by the authors: an electroacoustic composition using data derived from multi-channel recordings of forest insects (Luna-Mega) and an electronic music generation system that extracts musical events from the different layers of natural soundscapes, in particular oyster reef soundscapes (Stine). Together these works engage a diverse array of extra-musical disciplines: environmental science, acoustic ecology, entomology, and computer science. The works are contextualized with a brief history of natural sound models from pre- antiquity to the present in addition to reflections on the uses of technology within these projects and the potential experiences of audiences listening to these works. “Great art picks up where nature ends.” - Mark Chagall and aesthetics towards a more quantitative awareness of how The natural world has been a focal point for the arts since the natural world functions and evolves is present within a the Upper Paleolithic. -
Language Acquisition Device and the Origin of Language Briana Sobecks
Language Acquisition Device and the Origin of Language Briana Sobecks In the early twentieth century, psychologists re- a particular language, the universal grammar can be refined alized that language is not just understanding words, but to fit a specific language. Even if some children may hear a also requires learning grammar, syntax, and semantics. specific language pattern more than others, the fact that all Modern language is incredibly complex, but young chil- children know it indicates a poss ble innate language sense. dren can understand it remarkably well. This idea supports One of Chomsky’s main tenants in his LAD theory Chomsky’s idea that language learning is innate. According is the Poverty of Stimulus argument. Though children do to his hypothesis, young children receive “primary linguistic collect data to learn a language, it is unlikely that the data data” from what is spoken around them, which helps them they are exposed to is enough to master an entire lan- develop knowledge of that specific language (Cowie 2008). guage. Instead, they must infer grammatical rules through Children passively absorb language from adults, peers, an internal sense. There are several cognitive factors that and exposure to media. However, this data is not sufficient support this argument. Underdetermination states that the to explain how children can learn unique constructions finite data is applicable in infinite situations. In context, of words and grammar patterns. Previously structuralists this means that children utilize the finite amount of data created a list of “phrase structure rules” to generate all they hear to generate any possible sentence. -
Language Evolution to Revolution: from a Slowly Developing Finite Communication System with Many Words to Infinite Modern Language
bioRxiv preprint doi: https://doi.org/10.1101/166520; this version posted July 20, 2017. The copyright holder for this preprint (which was not certified by peer review) is the author/funder. All rights reserved. No reuse allowed without permission. Language evolution to revolution: from a slowly developing finite communication system with many words to infinite modern language Andrey Vyshedskiy1,2* 1Boston University, Boston, USA 2ImagiRation LLC, Boston, MA, USA Keywords: Language evolution, hominin evolution, human evolution, recursive language, flexible syntax, human language, syntactic language, modern language, Cognitive revolution, Great Leap Forward, Upper Paleolithic Revolution, Neanderthal language Abstract There is overwhelming archeological and genetic evidence that modern speech apparatus was acquired by hominins by 600,000 years ago. There is also widespread agreement that modern syntactic language arose with behavioral modernity around 100,000 years ago. We attempted to answer two crucial questions: (1) how different was the communication system of hominins before acquisition of modern language and (2) what triggered the acquisition of modern language 100,000 years ago. We conclude that the communication system of hominins prior to 100,000 years ago was finite and not- recursive. It may have had thousands of words but was lacking flexible syntax, spatial prepositions, verb tenses, and other features that enable modern human language to communicate an infinite number of ideas. We argue that a synergistic confluence of a genetic mutation that dramatically slowed down the prefrontal cortex (PFC) development in monozygotic twins and their spontaneous invention of spatial prepositions 100,000 years ago resulted in acquisition of PFC-driven constructive imagination (mental synthesis) and converted the finite communication system of their ancestors into infinite modern language. -
How Did Language Begin?
How did language begin? Written by Ray Jackendoff What does the question mean? In asking about the origins of human language, we first have to make clear what the question is. The question is not how languages gradually developed over time into the languages of the world today. Rather, it is how the human species developed over time so that we — and not our closest relatives, the chimpanzees and bonobos — became capable of using language. And what an amazing development this was! No other natural communication system is like human language. Human language can express thoughts on an unlimited number of topics (the weather, the war, the past, the future, mathematics, gossip, fairy tales, how to fix the sink...). It can be used not just to convey information, but to solicit information (ques- tions) and to give orders. Unlike any other animal communication system, it contains an expression for negation — what is not the case. Every human lan- guage has a vocabulary of tens of thousands of words, built up from several dozen speech sounds. Speakers can build an unlimited number of phrases and sentences out of words plus a smallish collec- tion of prefixes and suffixes, and the meanings of sentences are built from the meanings of the individ- ual words. What is still more remarkable is that every normal child learns the whole system from hearing others use it. Animal communication systems, in contrast, typically have at most a few dozen distinct calls, and they are used only to communicate immediate issues such as food, danger, threat, or reconciliation. -
Language Development Language Development
Language Development rom their very first cries, human beings communicate with the world around them. Infants communicate through sounds (crying and cooing) and through body lan- guage (pointing and other gestures). However, sometime between 8 and 18 months Fof age, a major developmental milestone occurs when infants begin to use words to speak. Words are symbolic representations; that is, when a child says “table,” we understand that the word represents the object. Language can be defined as a system of symbols that is used to communicate. Although language is used to communicate with others, we may also talk to ourselves and use words in our thinking. The words we use can influence the way we think about and understand our experiences. After defining some basic aspects of language that we use throughout the chapter, we describe some of the theories that are used to explain the amazing process by which we Language9 A system of understand and produce language. We then look at the brain’s role in processing and pro- symbols that is used to ducing language. After a description of the stages of language development—from a baby’s communicate with others or first cries through the slang used by teenagers—we look at the topic of bilingualism. We in our thinking. examine how learning to speak more than one language affects a child’s language develop- ment and how our educational system is trying to accommodate the increasing number of bilingual children in the classroom. Finally, we end the chapter with information about disorders that can interfere with children’s language development. -
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The Evolution of Language: Towards Gestural Hypotheses DIS/CONTINUITIES TORUŃ STUDIES IN LANGUAGE, LITERATURE AND CULTURE Edited by Mirosława Buchholtz Advisory Board Leszek Berezowski (Wrocław University) Annick Duperray (University of Provence) Dorota Guttfeld (Nicolaus Copernicus University) Grzegorz Koneczniak (Nicolaus Copernicus University) Piotr Skrzypczak (Nicolaus Copernicus University) Jordan Zlatev (Lund University) Vol. 20 DIS/CONTINUITIES Przemysław ywiczy ski / Sławomir Wacewicz TORUŃ STUDIES IN LANGUAGE, LITERATURE AND CULTURE Ż ń Edited by Mirosława Buchholtz Advisory Board Leszek Berezowski (Wrocław University) Annick Duperray (University of Provence) Dorota Guttfeld (Nicolaus Copernicus University) Grzegorz Koneczniak (Nicolaus Copernicus University) The Evolution of Language: Piotr Skrzypczak (Nicolaus Copernicus University) Jordan Zlatev (Lund University) Towards Gestural Hypotheses Vol. 20 Bibliographic Information published by the Deutsche Nationalbibliothek The Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data is available in the internet at http://dnb.d-nb.de. The translation, publication and editing of this book was financed by a grant from the Polish Ministry of Science and Higher Education of the Republic of Poland within the programme Uniwersalia 2.1 (ID: 347247, Reg. no. 21H 16 0049 84) as a part of the National Programme for the Development of the Humanities. This publication reflects the views only of the authors, and the Ministry cannot be held responsible for any use which may be made of the information contained therein. Translators: Marek Placi ski, Monika Boruta Supervision and proofreading: John Kearns Cover illustration: © ńMateusz Pawlik Printed by CPI books GmbH, Leck ISSN 2193-4207 ISBN 978-3-631-79022-9 (Print) E-ISBN 978-3-631-79393-0 (E-PDF) E-ISBN 978-3-631-79394-7 (EPUB) E-ISBN 978-3-631-79395-4 (MOBI) DOI 10.3726/b15805 Open Access: This work is licensed under a Creative Commons Attribution Non Commercial No Derivatives 4.0 unported license. -
Theories of Language Acquisitionq Susan Goldin-Meadow, University of Chicago, Departments of Psychology and Comparative Human Development, Chicago, IL, USA
Theories of Language Acquisitionq Susan Goldin-Meadow, University of Chicago, Departments of Psychology and Comparative Human Development, Chicago, IL, USA © 2019 Elsevier Inc. All rights reserved. Theoretical Accounts of Language-Learning 1 Behaviorist Accounts 1 Nativist Accounts 2 Social/Cognitive Accounts 3 Connectionist Accounts 3 Constrained Learning 4 Constrained Invention 5 Is Language Innate? 7 Innateness Defined as Genetic Encoding 7 Innateness Defined as Developmental Resilience 7 Language Is Not a Unitary Phenomenon 8 References 8 The simplest technique to study the process of language-learning is to do nothing more than watch and listen as children talk. In the earliest studies, researcher parents made diaries of their own child’s utterances (e.g., Stern and Stern, 1907; Leopold, 1939–1949). The diarist’s goal was to write down all of the new utterances that the child produced. Diary studies were later replaced by audio and video samples of talk from a number of children, usually over a period of years. The most famous of these modern studies is Roger Brown’s (1973) longitudinal recordings of Adam, Eve, and Sarah. Because transcribing and analyzing child talk is so labor-intensive, each individual language acquisition study typically focuses on a small number of children, often interacting with their primary caregiver at home. However, advances in computer technology have made it possible for researchers to share their transcripts of child talk via the computerized Child Language Data Exchange System (CHILDES, https://childes.talkbank.org). Because this system makes available many transcripts collected by different researchers, a single researcher can now call upon data collected from spontaneous interactions in naturally occurring situations across a wide range of languages, and thus test the robustness of descriptions based on a small sample. -
A Linguistic Perspective on the Acquisition of German As an L2
i A Linguistic Perspective on the Acquisition of German as an L2 A thesis submitted to the Miami University Honors Program in partial fulfillment of the requirements for University Honors with Distinction by Nicholas D. Stoller (December 2006) Oxford, Ohio ii ABSTRACT A LINGUISTIC PERSPECTIVE ON THE ACQUISITION OF GERMAN AS AN L2 by Nicholas D. Stoller It is obvious that the setting of acquisition, the amount and type of input, and the motivation of learners play a large role in adult second language (L2) acquisition. Many of the theories of L2 acquisition unfortunately fail to adequately take these variables into account. This thesis gives an overview of the current and past theories, including evidence for and against each theory. This is supplemented by an error analysis of second year Miami University students to see if this can give support to any of the current theories. Once that is completed, I examine the relation between input and the possibility of a language learning device such as UG and then move on to pedagogical application of my findings. iii Contents Chapter Page 1 Introduction 1 2 2 The Basis of the Study of L2 Acquisition 2 3 Linguistic Theories of L2 Acquisition 7 3.1 Theories without UG 7 3.1.1 Contrastive Analysis Hypothesis 7 3.1.2 Markedness Difference Hypothesis 8 3.1.3 Fundamental Difference Hypothesis 9 3.1.4 Information Processing Approach 10 3.2 Theories with Partial UG 13 3.2.1 Transfer Hypothesis 13 3.2.2 Krashen’s Comprehension Hypothesis 14 3.3 Theories with Full UG use 19 3.3.1 Identity Hypothesis 19 3.3.2 Full Transfer/Full Access Hypothesis 20 3.4 Overview of the Theories 21 4 Error Analysis and Miami University 2nd 22 Year Students 4.1 Errors of Cases Following Verbs 23 4.2 Errors of Gender of Nouns 25 4.3 Errors of Verb Form 26 4.4 Errors of Umlaut Usage 29 5 Relation of UG and Input 30 6.1 Problems with Input in Classroom Instruction 33 6.2 Pedagogy and L2 Acquisition 35 7 Conclusion 40 Bibliography 42 iv 1 A Linguistic Perspective on the Acquisition of German as an L2 1. -
Origin of Language
Origin of language The origin of language in the human species has been the topic of scholarly discussions for several centuries. There is no consensus on the origin or age of human language. The topic is difficult to study because of the lack of direct evidence. Consequently, scholars wishing to study the origins of language must draw inferences from other kinds of evidence such as the fossil record, archaeological evidence, contemporary language diversity, studies of language acquisition, and comparisons between human language and systems of communication existing among other animals (particularly other primates). Many argue that the origins of language probably relate closely to the origins of modern human behavior, but there is little agreement about the implications and directionality of this connection. This shortage of empirical evidence has led many scholars to regard the entire topic as unsuitable for serious study. In 1866, the Linguistic Society of Paris banned any existing or future debates on the subject, a prohibition which remained influential across much of the western world until late in the twentieth century.[1] Today, there are various hypotheses about how, why, when, and where language might have emerged.[2] Despite this, there is scarcely more agreement today than a hundred years ago, when Charles Darwin's theory of evolution by natural selection provoked a rash of armchair speculation on the topic.[3] Since the early 1990s, however, a number of linguists, archaeologists, psychologists, anthropologists, and others