the big four limitations

the big four limitations

1. limitations of behaviourism

   • language based on a set structure of rules - cannot be worked out by imitating
   • reveal that they are not imitating bu actively working out and applying rules
   • could result to over applying a rule or virtuous error
     • mistakes occur because of use of irregular verbs which behave in this way
   • majority of children go trough same language acquisition - developmental milestones (dependent on society)
   • often unable to repeat what an adult says (could contain utterance/structure child hasn't learnt
   • few children receive correction - parents more interested in truth and politeness
   • evidence for critical period - saying they will never entirely catch up if they don't learn
   • not just hearing language - more about the kind of language (used responsively)
   • mother ease - basic human requirement - does not explain underlying causes of language acquisition

2. limitations of innateness theory

   • work was theoretical - he did not study real children (doesn't account for interaction of children and carers
   • doesn't recognise why a child may want to speak (the functions of language)
   • bard and schachs - jim study with the deaf parents
     • wanted son to learn speech - not sign language (progressed was limited so got a speech therapist to help)
   • without associated interaction - it meant little
   • placed greater emphasis on ways to develop language to fulfil needs and inter
   • slobin - newborns come into the world to look at interesting/moving objects
     • pre programmed to pay attention to language
   • protoconversations - treating babies as if they understand talk and involving them in conversational exchange are essential experiences on later abilities are found

3. limitations of the cognitive theory

   • first 18 months- find it hard to distinguish links between language and intellect
   • syntax does not appear (general intellectual growth)
   • sinclair - chulds ability to nest russian dolls uses same cognitive process for chulds understanding of how sentences are embedded
   • nelson - language is an extension of the childs meaning making capacity - using symbols in forms of words and symbolic pretend objects
   • meadows - if we watch young children, see relationship to languages passes a number of stages
   • uses vocal activity as social contact and emotional expression
   • child uses simplified forms - not linked to problem solving
   • form of conversation (talking to oneself) becomes internalised and is called 'thought'
     • egotistical
   • vygotsky - this speech is social, using a tool that has been learnt from others.
   • zone of proximal development
     • measured by own interests - child tackles tasks on her own
     • child has help from an adult - skills they have not acquired
       • paradox

4. limitations of interactionist theory

   • useful corrective to chomskys early position
   • likely a child will learn more with frequent interaction
   • children in all cultures pass through same stages in acquiring language
   • et of culture that adults do not adopt special ways of talking to children
   • CDS is useful but its not always essential

5. karmiloff and karmiloff smith - none of these theories about language on their own are adequate in explaining language development

   • learning in the first three years of life
   • should take account for them and their ability to explain part of the story