Cognitive Theory

o Cognitive theories focus on the mental processes involved in language acquisition.

They emphasize how individuals perceive, process, and store language information,
integrating language learning with overall cognitive development.

Predisposition: as well as physical capacities, developed through countless centuries

of natural selection; People have capacities for communicating in a human way
uniquely and capacities for acting such as breathing, grasping and crying.
o Pre-existing system of Language: any one of the many produced by the cultures of
the world; Language persists through time and from speaker to speaker. We are not
born with an instinct to learn language such as English, Indonesian or Chinese but we
learn a language as members of the society, or we want to understand that society, or
to be understood by that speech community. It means that if a language is not used in
any society, it dies out.
o Competency: comes from applying the predispositions and capacities to the system
through the relatively long period during which the child learns both to manipulate
the physical elements of the system, such as sounds and words and grammatical rules,
and to permeate them with meaning: A child must learn the rules before use the
language creatively.
1. Cognitive Development Theory (Jean Piaget)
Overview
Jean Piaget's Cognitive Development Theory posits that language acquisition is intertwined with
general cognitive development. According to Piaget, as children's cognitive abilities evolve through
distinct stages, so does their capacity to understand and use language.
Stages of Cognitive Development
2. Sensorimotor Stage (Birth to ~2 years)
o Language Characteristics: Pre-linguistic communication through gestures, crying,
and babbling.
o Cognitive Development: Object permanence and sensory exploration.

o Language Acquisition: Emergence of intentional communication; gestures like

pointing begin to convey meaning.
3. Preoperational Stage (~2 to 7 years)
o Language Characteristics: Rapid vocabulary expansion, use of symbols and pretend
play.
o Cognitive Development: Egocentrism, symbolic thinking, and limited understanding
of others' perspectives.
o Language Acquisition: Use of language to represent objects and actions;
development of grammar and sentence structure.
4. Concrete Operational Stage (~7 to 11 years)

BSEE24 – Principles and Theories of Language Acquisition and Learning

By: Shane Vargas
 o Language Characteristics: Improved logical thinking and understanding of concrete
relationships.
o Cognitive Development: Mastery of conservation, classification, and logical
operations.
o Language Acquisition: Enhanced ability to use language for reasoning and problem-
solving; understanding complex sentences.
5. Formal Operational Stage (~12 years and up)
o Language Characteristics: Ability to discuss abstract concepts and hypothetical
scenarios.
o Cognitive Development: Abstract reasoning, hypothesis testing, and systematic
planning.
o Language Acquisition: Use of sophisticated language structures to express abstract
ideas and engage in complex debates.

Introduction to the Functional Approach

 Definition: The Functional Approach emphasizes that language development occurs
through social interaction and is used to serve communicative purposes. Interactionism is a
theory in language acquisition that emphasizes the importance of social interaction in the
learning process. It posits that language is acquired through communication with caregivers
and others, rather than solely through innate abilities or behaviorist conditioning. This
approach is often referred to as input or interactionist theories, contrasting with Noam
Chomsky's nativist perspective.
 Key Idea: Children acquire language to meet their communication needs in specific social
contexts, such as asking for food or interacting with caregivers
Role of Social Interaction
 Caregiver Role: Adults provide essential language input through routines (e.g., talking
during meals or play) and responses to children's attempts to communicate.
 Children’s Role: Children use language to serve functions such as requesting, refusing, or
informing. For example, a child might say "milk" to request a drink
Examples of Language Functions
 Communicative Functions:
 Requesting: "I want milk."
 Refusing: "No!"
 Informing: "Dog is playing."
 Asking: "What is this?"
 Emphasis on Use: Language is acquired to achieve practical goals in daily life, not just to
learn grammatical rules

BSEE24 – Principles and Theories of Language Acquisition and Learning

By: Shane Vargas
Jerome Bruner’s CDS
 Child-Directed speech - This form of communication is characterized by simplified
vocabulary, exaggerated intonation, and a slower pace, making it easier for children to grasp
language concepts.
Interactionist Model

BSEE24 – Principles and Theories of Language Acquisition and Learning

By: Shane Vargas