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The Nativist Approach: Group Members

The document discusses the nativist approach to language acquisition. It summarizes that [1] according to Chomsky, language is innate and humans are born with a language acquisition device, [2] this explains how children rapidly master their native language, and [3] the language acquisition device contains four innate linguistic properties that help children learn language. The document then provides more details on nativist theories and their contributions to understanding child language development.

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Dinah Dimagiba
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283 views10 pages

The Nativist Approach: Group Members

The document discusses the nativist approach to language acquisition. It summarizes that [1] according to Chomsky, language is innate and humans are born with a language acquisition device, [2] this explains how children rapidly master their native language, and [3] the language acquisition device contains four innate linguistic properties that help children learn language. The document then provides more details on nativist theories and their contributions to understanding child language development.

Uploaded by

Dinah Dimagiba
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© © All Rights Reserved
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THE NATIVIST APPROACH

GROUP MEMBERS:
Nuradilah binti Sharifudin
Fatin Azimah binti Noor Azaman
Aimi Najwa binti Ghazali
Ananthan A/L T. Nadarajan
Mohammad Fitri bin Mohammad
The Nativist Approach
• Noam Chomsky (1996) suggests that language
is an innate faculty (we’re born with set of
rules about language in our heads 
‘Universal Language’)
• That explain the child’s mastery of native
language in such a short time
• UL contains Language Acquisition Device (LAD)
Language Acquisition Device
4 innate linguistic properties

• Ability to distinguish speech sounds from other


sounds
• Ability to organize linguistic data
• Knowledge that only certain kind of linguistic
system
• Ability to engage in constant evaluation of the
developing linguistic system
Contributions of nativist
theories:
• How the system of child language works.
• The child’s linguistic development is not a
; process of developing fewer and fewer
incorrect stuctures, but it is a system which
constantly forming hypothesis on a basis of the
input receive and testing those hypothesis in
speech. As the child’s language develops those
hypothesis are revised, reshaped or
abandoned.
• Natives studies of child language
acquisition were free to construct
hypothetical grammars of child
language.
• The early grammars of child language
were referred to as pivot grammars.
Cognitive and language
development
• Bloom pointed out that the relationship in
which words occur in the utterances are only
superficially similar
• For instance, mommy sock
• She founds at least 3 possible underlying
relations, that is agent action ( mommy is
putting the sock on ), agent object ( mommy
sees the sock ), and the possessor possessed (
mommy’s sock )
• Thus, she concluded that children learn
underlying structures, and not superficial word
order, which is the word mommy sock means a
number of different things to a child.
• As the conclusion of various research, the
children language study based on the
relationship of the cognitive development to
the first language acquisition
• Piaget described overall development as
the results of the children’s interactions
with their environment, with a
complementary interactions between
their developing perceptual cognitives
capacities and their language
experience.
• Dan Slobin says that in all languages,
semantic learning depends on the
cognitives development, and that
sequence of the development are
determined more by semantic
complexity than by the structural.
THE END

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