PRESENTATION

TO PI C N A M E : T H E L O G I C A L P R O B L E M O F L A N G U A G E
LEARNING

S U B M I T T E D TO : D R S H A M I M U R R A S O O L
SUBMITTED BY:
1.MEHAK NOOR (EDUC51S23R010)
2.ALIZA MOHSIN (EDUC51S23R013)
3.BISSAM (EDUC51S23R025)
4.KASHAF RANA (EDUC51S23R035)
5.SAMEEN SEHZAD (EDUC51S23R044)

INSTITUTE OF EDUCATION
UNIVERSITY OF SARGODHA
 THE LOGICAL PROBLEM OF LANGUAGE LEARNING1.

1.The Question:
How do children acquire language with ease and success despite the complexity of language
and their immature cognitive capacity?
Example:
A 2-year-old child can learn to say "mama" and "dada" without being explicitly taught.
2.The Logical Problem: The question forms the logical problem of language learning,
which relates to syntactic phenomena.
Example: A child can understand and produce grammatically correct sentences, such as "The
ball is red," without being taught the rules of grammar.
3.Innate Capacity:
Most linguists and psychologists assume that children's language acquisition is attributed to
innate and spontaneous language-learning constructs and/or processes.
Example: Children can learn to speak a language without being explicitly taught, suggesting
that they have an innate capacity for language acquisition.
 THE POVERTY-OF-THE-STIMULUS ARGUMENT

1. Children's Knowledge:
Children's knowledge of language goes beyond what could be learned from the
input they receive.
Example:
A child can learn to use correct grammar, such as verb tenses, without being
explicitly taught. For example, a child can say "I went to the park yesterday"
without being taught the rules of verb tenses.
2. Filtering Language:
Children can filter the language they hear to exclude ungrammatical input.
Example:
A child can filter out ungrammatical language, such as "Me go park," and produce
grammatically correct language, such as "I go to the park.“
 THE POVERTY-OF-THE-STIMULUS ARGUMENT

3. Simplified Input:
Children receive simplified input from adults that does not include all
complexities of language.
Example:
Adults often simplify their language when speaking to children, using shorter
sentences and simpler vocabulary. For example, an adult might say "Let's go to
the park" instead of "We should go to the park because it's a nice day.“
4. Abstracting Principles:
Children can abstract general principles and constraints from a finite subset of
grammatical sentences.
Example: A child can learn to abstract general principles, such as the concept of
possession, from specific examples. For example, a child can learn to say "my
ball" and "my toy" without being explicitly taught.
 CONSTRAINTS AND PRINCIPLES CANNOT BE LEARNED1

1.Innate Principles:
Children's access to general constraints and principles governs language
acquisition. Children's language acquisition is guided by innate principles, such
as the principle of phrase structure.
For example, children can learn to produce grammatically correct sentences, such
as "The dog is barking," without being explicitly taught.
2. Systematic Emergence:
The L1 grammar emerges systematically and without "wild"
divergences.Children's language acquisition follows a systematic and predictable
pattern, with certain structures and forms emerging at specific stages.
For example, children typically begin using verb tenses, such as the past tense,
around the age of 2.
 CONSTRAINTS AND PRINCIPLES CANNOT BE LEARNED1

3. Abstractions Beyond Comprehension:

Children acquire language at an age when abstractions are beyond their
comprehension.
Example:
Children can acquire language at an age when they are not yet able to understand
complex abstractions. For example, a 2-year-old child can learn to use the concept
of possession, such as saying "my ball," without being able to understand the
abstract concept of ownership.
 UNIVERSAL PATTERNS OF DEVELOPMENT

1. Similar Patterns:
Similar patterns exist in child acquisition of any language in the world.
Children acquiring different languages exhibit similar patterns of development,
such as beginning with simple sentences and gradually increasing complexity.
For example, children acquiring English, Spanish, and French all begin with
simple sentences and gradually develop more complex sentence structures.
2. Language Universals:
Language universals are innate representations in every young child's mind.
Language universals, such as the use of nouns and verbs, are innate
representations in every young child's mind.
For example, children acquiring different languages all use nouns and verbs to
communicate.
 EXTENDING THE LOGICAL PROBLEM TO SLA

1.Multilingual Competence:
Individuals achieve multilingual competence despite knowledge
transcending input. Adults can acquire multiple languages, despite the
complexity of language and their mature cognitive capacity.
For example, an adult can learn to speak Spanish, French, and
Chinese.
2. Underlying System:
L2 learners develop an underlying system of knowledge not taught or
inferred from input.
Example: An adult learner of Spanish can develop an understanding of
the subjunctive mood without being explicitly taught.
 EXTENDING THE LOGICAL PROBLEM TO SLA

3. Differences Between L1 and L2 Acquisition:

L1 and L2 acquisition differ in success, cognitive advancement,
instruction, and negative evidence.
Example:
Children acquiring L1 tend to have more success and less cognitive
effort than adults acquiring L2. For example, children can learn to
speak a language without being
 FRAMEWORKS FOR SLA

1. Interest in SLA:
Interest in second language learning and use dates back many centuries.

Example: When traveling abroad, you may try to learn a few basic
phrases in the local language, like "hello" or "thank you.“
2. Systematic Theories:
Scholars have formulated systematic theories and models to address
basic questions in SLA since the 1960s.
Example:
Language learning apps like Duolingo use systematic theories to design
their lessons and track progress.
 HISTORICAL BACKGROUND
1.Pre-1960s:
Prior to the 1960s, interest in L2 learning was tied to foreign language teaching concerns.
Example: In the past, language classes focused on grammar rules and translation, like
memorizing verb conjugations.
2. Structuralism:
The dominant linguistic model through the 1950s was Structuralism.
Example:
Think of language as a Lego structure, where words and sentences are built from smaller blocks
of sound and meaning.
3. Behaviorism:
The most influential cognitive model of learning applied to language acquisition was
Behaviorism.
Example:
When you repeat a phrase after a language teacher, you're demonstrating behaviorist learning
principles.
 LINGUISTIC FRAMEWORKS

1. Internal Focus:
The internal focus studies linguistic competence, emphasizing the
underlying knowledge of language.
Example:
When you understand the grammar rules of your native language,
you're demonstrating internal linguistic competence.
2. External Focus:
The external focus studies language use and function, emphasizing
communication and context.
Example:
When you order food at a restaurant, you're using language in a specific
context to communicate your needs.
 LINGUISTIC FRAMEWORKS1

3.Transformational-Generative Grammar:
Chomsky's Transformational-Generative Grammar revolutionized
linguistic theory.
Example:
Think of language as a recipe book, where you can combine ingredients
(words) in different ways to create new sentences.
4. Functionalism:
Functionalism emphasizes communication and context, considering
language as a system of communication.
Example:
When you send a text message to a friend, you're using language to
communicate and achieve a social goal.
 PSYCHOLOGICAL FRAMEWORKS

1. Neurolinguistics:
Neurolinguistics studies the location and representation of language in
the brain.
Example:
Brain imaging techniques like fMRI can show which areas of the brain
are active when you're speaking or listening to language
2. Information Processing:
Information Processing models learning as a computational process. -
Example:
Think of language learning like a computer program, where you input
data (language rules) and process it to produce output (correct
sentences).
 PSYCHOLOGICAL FRAMEWORKS

3. Connectionism:
Connectionism models learning as a network of connections.
Example: Imagine language learning like a social network, where you
connect words, concepts, and contexts to build a web of knowledge.
4. Learner Differences:
The focus on learner differences considers why some learners are more
successful than others.
Example:
Some people may learn language faster because they're more
motivated, have better learning strategies, or have a more supportive
environment.
 SOCIAL FRAMEWORKS1

1. Microsocial Focus:
The microsocial focus studies language acquisition and use in
immediate social contexts.
Example:
When you're chatting with a friend, you're using language in a specific
social context to build relationships and communicate.
2. Macrosocial Focus:
The macrosocial focus studies language acquisition and use in broader
cultural and social contexts.
Example:
Think of language as a key to unlocking cultural identity and social
status, like speaking a minority language in a dominant culture.
 SOCIAL FRAMEWORKS

3.Acculturation Theory:
Acculturation Theory studies how learners adapt to new cultures. -
Example:
When you move to a new country, you may need to adapt to new
customs, norms, and language patterns to fit in.
4. Social Psychology:
Social Psychology considers how factors like identity, status, and
values affect SLA outcomes.
Example: Your motivation to learn a language may be influenced by
your social identity (e.g., wanting to connect with your heritage) or
social status (e.g., wanting to improve your career prospects).
THANK
YOU