Report in Pycholinguistics

8/19/2019 Report in Pycholinguistics

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LANGUAGE: FROM

INTELLIGENCES ORINNATE IDEAS

A Report in Introduction to Psycholinguistics ELT

6007

Professor: DR. MERLEA A. CABALQUINTO

2nd Sem. 2015

Presented by: Genevieve B. Garrido

CNU Graduate School

Osmena Boulevard, Cebu City


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WHAT IS YOUR IDEA OF A CIRCLE ?


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KNOW WHAT YOU WANT TOKNOW?

LEARN

KWL CHART

Subject: Circle /Topic: Language Acquisition


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WHERE DO LANGUAGE IDEAS COME FROM?

Is there a perfect circle?/ What is a ‘perfect’ circle?How did the idea of a perfect circle get in our minds?

- direct sensory experience?

- learned in school?

‘a circle is a figure whose closed plane curve at any point is equidistant to some fixed point (the centre)’

Did people know what a perfect circle

was before they defined it?

How did the idea get in the mind then?

How did the ideas we have aboutlanguage (grammar) get into our minds?


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Language:from

intelligence

orinnate


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IEWS OF EMPIRICIST

LANGUAGE...

.

Noknowledge is innate.

Ideascome fromexperiences

Atbirth our brain is a blank sheet.

Intelligence develops with experience out of

‘undifferentiated schemas’ in the mind > with

intelligence develops grammar

language is the product of intelligence, which is innate and begins tooperate with experience – Intelligence is means for acquiring knowledge


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"IEWS OF E#$IRICISTS

The Empiricist view: no knowledge is innate(‘Empiricist’, ‘empiricism’, Lat. ‘empiricus’,

Gr.’empeirikos’ = experienced)

Ideas come through experience

17th cent. John Locke – at birth, the mind is a blank slate,

all ideas are derived from direct sensory experience. Aristotle > 20th cent. psychologist Piaget and philosopher

Putnam

Piaget:intelligence develops with experience out of

‘undifferentiated schemas’ in the mind > with intelligence

develops grammar

Putnam:language is the product of intelligence, which is

innate and begins to operate with experience – Intelligence

is means for acquiring knowledge (people are born with

General Multi-Purpose learning Strategies (GMPLS))


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Rationalist Point of View on Language Leaning

Basic knowledge is already

in the mind at birth

Basic knowledge is innate and

only with reason and the stimulus

of relevant experience it comesalive in the mind .

Ideas of ‘justice’, ‘God’, ‘perfection’, ‘triangle’, ‘circle’ etc. are

already in the mind andare brought to awareness throughreason

Emphasis on discoveryrather than invention.


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THE RATIONALIST VIEW: BASIC KNOWLEDGE IS

INNATE

Basic knowledge is already in the mind at birth

Traditional view: Plato, 4th cent. BC. and

Descartes, 17th cent.basic knowledge is innate and only with reason

and the stimulus of relevant experience it comes

alive in the mind

Ideas of ‘justice’, ‘God’, ‘perfection’, ‘triangle’,

‘circle’ etc. are already in the mind and are

brought to awareness through reason

Emphasis on discovery rather than invention.


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RATIO%ALISTS: $LATO&DESCARTES 'LEI(I%IT)

Traditionait *elie+ed t,at*aic -no.ledge i innate/


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Faculties of the mind’ – with their own

processing procedures

Language faculty = Universal grammar =

Language Acquisition Device (LAD)

Experience is

necessary to

activate UG - to

provide the

child with a

grammar of

that language

Acquisition occurs independently of

intelligence, logic or reason(mathematics?)


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CHOMSKY’S UNIVERSAL GRAMMAR ‘( VIVIAN JAMES COOK AND MARK NEWSON,CHOMSKY'S UNIVERSAL GRAMMAR: AN INTRODUCTION, 3RD ED. BLACKWELL, 2007)

‘Faculties of the mind’ – with their own processing

procedures

Logical, moral, ethical and language faculty with a set of

related ideasLanguage ideas are innate to all human beings - universal

+ the basis on which grammars are constructed (infinite

number on finite set of ideas)

Language faculty = Universal grammar = Language

Acquisition Device (LAD)Experience is necessary to activate UG - to provide the

child with a grammar of that language

Acquisition occurs independently of intelligence, logic or

reason (mathematics?)


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CHO#S0Y1S 2 #AI% AR3U#E%TS TOSU$$ORT THE E4ISTE%CE OF U3

1. The ease and speed of child acquisition

2. Exposure to inadequate language data

3. Poverty of stimulus4. Irrelevance of intelligence


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CHOMSKY’S EASE AND SPEED OF CHILD ACQUISITION

ARGUMENT

Chomsky (1960): children- great ease in acquiring thelanguage for a very short time- innate languagefaculty (Universal grammar)

Objections: Putnam (1967)

-the child spends much more time learning thelanguage than would an adult

Child: 10 h. x 365d.=3650 h/y x 4 = 14400h.

Student: 5class. X 3h=15h/w x 18w = 270h./semester x 3 = 810h.

14400/810 = 17.8y.

- Adults do not have the benefit of innate languageideas? Universal grammar weakens or dies with

age? Empiricism? every language has essentialprinciples and functions that cannot be acquired

through experience.


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CHOMSKY’S INADEQUATE LANGUAGE DATA ARGUMENT

Imperfect language data as input + ‘minute sample of thelinguistic material that has been thoroughly mastered’.

Objections:

Labov (1970)

The ungrammaticality of every-day speech appears to be a

myth with no basis in actual fact. In the various empirical

studies which we have conducted … the proportion of truly

ungrammatical and ill-formed sentences falls to less than

two percent.

propose any innate language ideas to try to deal with the

2% ungrammatical sentences

- Children probably disregard ungrammatical sentences- Sentences the child experiences do contain in them an

adequate representation of the syntactic structures the

child has learned.


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CHOMSKY’S POVERTY OF STIMULUS ARGUMENT

Focus on special linguistic problems –> complex

structure-dependent rules

Question formation

(1) The man is here./Is the man here?;

(2) The man will leave. / Will the man leave?

- H1 - first occurrence of is/will (sequence of

words); H2 - (following the noun phrase)

- Only individual words appear in the world; thegrouping and labelling are done in our minds

(3) The man who is here is tall. – Is the man who

is here tall? ≠ Is the man who here is tall?


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Definition:

The argument that thelinguistic input received by young

children is in itself insufficient to explain children's detailed

knowledge of theirfirst language.

An influential advocate of this controversial theory has beenlinguist

Noam Chomsky, who introduced the expression "poverty of the

stimulus" in Rules and Representations (Columbia University Press,

1980).The poverty-of-the-stimulus argument has been used to reinforceChomsky's theory of aUniversal Grammar.

Chomsky's Position

"It is, for the present, impossible to formulate an assumption about

initial innate structure rich enough to account for the fact that

grammatical knowledge is attained on the basis of the evidence

available to the learner."

Richard Nordquist

Grammar & Composition Expert Poverty of the Stimulus (POS)

http://grammar.about.com/od/pq/g/Poverty-Of-The-Stimulus.htm

http://grammar.about.com/od/il/g/linguisticsterm.htmhttp://grammar.about.com/od/mo/g/mothertongueterm.htmhttp://grammar.about.com/od/mo/g/mothertongueterm.htmhttp://grammar.about.com/od/il/g/linguisterm.htmhttp://grammar.about.com/od/c/g/Chomskyan-Linguistics.htmhttp://grammar.about.com/od/tz/g/unigramterm.htmhttp://grammar.about.com/od/tz/g/unigramterm.htmhttp://grammar.about.com/od/c/g/Chomskyan-Linguistics.htmhttp://grammar.about.com/od/il/g/linguisterm.htmhttp://grammar.about.com/od/mo/g/mothertongueterm.htmhttp://grammar.about.com/od/il/g/linguisticsterm.htm


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CHOMSKY’S POVERTY OF STIMULUS ARGUMENT

UG: Insufficient language data in the

environment – children cannot acquire

by any Empiricist means

Objections: Steinberg - acquisition ofdeclarative sentences structure involves

phrase structuradequate is acquisition

too. The same goes for Q?– stimulusinput is and not impoverished!

Speech production follows speech

understanding!


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CHOMSKY’S IRRELEVANCE OF INTELLIGENCE

ARGUMENT

LA is essentially independent of intelligence: for example -

animals

Objections:

Putnam: animals may lack the necessary analytical skillsand abstract reasoning

Steinberg: low intelligence is sufficient for the acquisition

of grammar

Putnam (1975): Complex system of thought as mathematics

cannot be the result of genetic inheritance (evolution beingcompleted) – it must be an invention of the intelligence of

the mind. Why not invent grammar as well? ≠ Chomsky:

change of position- mathematics is not independent of

language but is a product of Universal grammar


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!"#$ !"#$%#& !"'! #*'%+ ",

*'+U'# '$#'C.U%$#/

SENSORIMOTORSTAGE(birth2 TheCONCRETEOPERATIONAL


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JEAN PIAGET

SENSORIMOTOR STAGE(birth-2

years old)

At this early stage in cognitive

development, Piaget saw language

skills as basically physical. The

baby experiments with what hermouth can do just as she

experiments with what her hands

can do.

In the process she learns how

to imitate some of the sounds she

hears her parents making and inwhat context those sounds should

be made.

The CONCRETE OPERATIONAL

STAGEbegins around age 7 and

lasts until at least age 11 or 12. At

this stage, the child is capable of

using logic and of solving

problems in the form of stories aslong as the story deals only with

facts rather than abstract ideas.

Language at this stage is used to

refer to specific and concrete facts,

not mental concepts. Piaget

believed that some people remainin this stage for the remainder of

their lives, even though a child in

this stage has not yet reached full

cognitive maturity.TheFORMAL OPERATIONAL STAGEbegins at age 11 or 12 at

the earliest. At this stage, the child can start to use abstractreason and to make a mental distinction between her self and

an idea she is considering. Children who have reached this

stage can use language to express and debate abstract

theoretical concepts such as those found in mathematics,

philosophy or logic.


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Social de+elo5ment

t,eor6 ' LanguageLearning

SOCIAL DE"ELO$#E%T

THEORY

Language is a social concept that is developed through

social interactions. According to Lev Vygotsky, a 20th-century

Soviet psychologist, language acquisition involves not only a

childs exposure to words but also an interdependent process ofgrowth between thought and language. Vygotskys influential

theory of the "zone of proximal development" asserts that

teachers should consider a child’s prospective learning power

before trying to expand the child’s grasp of language.


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A young child and her father are

playing with a shapes toy. The

young child alone cannot figure

out how the various shapes can fit

into the designated holes. Herfather describes how each shape

can only fit into its same shaped

hole

The father offers her

encouragement and

helps her put a few

pieces in their respective

hole. As the child grasps

the concepts, the fatherallows her to complete

the task alone. This is an

example of interaction

influencing the cognitive

development of a child.


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IMPLICATIONS TO TEACHING

PRINCIPLED ECLECTICISM Teaching English as a

Second Language (TESL) at present is based on anamalgamation of many diverse methods. Larsen-

Freeman (2000) recognizes that there is no single

acceptable way to go about teaching language today.

Introducing the termPrincipled Eclecticismshedefines it as a desirable, coherent, pluralistic

approach to language teaching. Eclecticism makes the

lesson planner deviate from reliance upon a single

approach to teaching where the planner is constricted

within its limited number of techniques. Furthermore

the students’ performance can become mechanical

and as a result they cannot reap maximum benefits

from the learning.


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LANGUAGE E!PERIENCE

APPROA

C" #"IGGINS$%&&'(

Is a teaching strategy which

increases decoding and

reading comprehension. It

draws upon and take

advantage of this important

link between experience and

learning by using the readers

narratives as the basis for

reading instruction.


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STEPS IN USING LEA

*Teacher and students discuss the topicto be focused in the brainstorming

activity.

*The students discuss/report what ideas

have been observed or experience.

* The teacher records the statements to

construct the basic reading materials.


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CU+%C'!%2# '$'C" %+ *'+U'# (C*!)In communicative language classrooms the focus shifts from

teacher-led to student-centered language application and using acooperative and collaborative learning mode is recognized as a

strong facilitator of learning. Information gap creation in the

activities result in each runner communicating information to the

rest of the group who do not know the contents of the cartoon

frame while the others listen, interrogate, discuss and take turns

to write, edit and present.One of the instructional practices promoted by CLT is that material

shouldreflect real-life situations and demands. Thus inventiveness in

material preparation is pedagogically necessary to create meaningful,

comprehensible input.

Group & Cooperative Activities are encourage. During group

activities the language focus encompasses all four skills: Listening,Speaking, Reading and Writing. Furthermore during cooperative activities

identifies the following as crucial: Positive interdependence among

learners in respect to resources and task accomplishment;Face-to-face

interaction in small groups;Individual accountability for participation

or internalization of the relevant knowledge or skills. (Weimer ,2002)


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MULTIPLE INTELLIGENCES APPROACH

HOWARD GARDNER(1983)

Although you can't please all the students all the time, it's just

good to bear in mind that there are many different ways of

learning.

If you try an activity with one group and it falls flat, it may

well be worth trying it again as it may work really well with

another set of students.If you can identify the loner of the class or the one who is

always up and out of his seat, try and put activities into your

lesson plan that you think will suit them from time to time.

In the classroom ,you may be wondering what all this has got

to do with your classes, well, although not impossible, it wouldbe quite a real undertaking to give all your students a test to

see which of the intelligences is most prominent, and then

tailor-make each of your classes to suit every individual

student!


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REFERENCES:

Finegan, E. (2015). Language its structure anduse. Stamford USA:

Cengage Learning Products.

Fromkin,V. et al. (2014). An introduction to langauge. Stamford USA:

Cengage Learning Products.

NordquistRichard Grammar & Composition Expert Poverty of the

Stimulus (POS) http://grammar.about.com/od/pq/g/Poverty-Of-The-

Stimulus.htm


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THA%0 YOU 7THA%0 YOU7THA%0 YOU7

Presented by: Genevieve B. Garrido

CNU Graduate School

Osmena Boulevard, Cebu CitySecond Semester 2015

Report in Pycholinguistics

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