Main Article Content
Rapid linguistic development is believed to occur in early childhood because of the malleability of this period (Hutterlocher, et al., 1991; Maccoby, 1992). The aim of this paper is to evaluate the role of socialisation as a contributor to first-language acquisition in terms of the phonological, lexical and syntactical aspects of language. The relative importance of nativist-and usage-based approaches to language is examined. Following from that, the role of the amount, type and period of exposure to speech in the process of learning English as a first-language. This paper explores a number of studies of typical and atypical children in the relevant literature. It concludes that language acquisition is driven both by innate ability and by environmental factors, i.e. society, or social elements are significant as activators of the human beingâ€™s innate ability to acquire language. According to this paper, the deprivation of socialisation is critical to many aspects of language development, most importantly syntactic, and least importantly phonological. Deficits in phonological aspects are only seen in the case of atypical children, and the cases of autistic children, while lexical development can be seen in both cases; typical and atypical. The results of the studies investigated in this paper suggest that syntax is aspect of language most affected by inadequate exposure to language. It also concluded that these three aspects of language acquisition are also likely to be influenced by a critical period, which is a proposal of nativism.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
Ambridge, B. and Lieven. E. V. M. (2011) Child Language Acquisition: Contrasting Theoretical Approaches. Cambridge: Cambridge University Press
Baldwin, D. A. (2000) Interpersonal understanding fuels knowledge acquisition. Current Directions in Psychological Science, 9, 40-45
Chomsky, N. (1962) Explanatory models in linguistics. In E. Nagel, P. Suppes and A. Tarski (Eds.) Logic, Methodology, and Philosophy of Science. Stanford: Stanford University Press
Dabrowska, E. (2004) Language, Mind and Brain: Some psychological and neurological constraints on theories of grammar. Edinburgh: Edinburgh University Press
Hart, B. and Risely, T. R. (2003) The Early Catastrophe: The 30 million word gap by age 3. Online access. [Accessed December 2015]
Hoff, E. and Naigles, L. (2002) How children use input to acquire a lexicon. Child Development, 73 (2), 418-433
Huttenlocher, J., Haight, W., Bryk, A., Seltzer, M., and Lyons, T. (1991) Early vocabulary growth: relation to language and input and gender. Developmental Psychology, 27 (2), 236-248
Maccoby, E. E. (1992) The role of parents in the socialization of children: An historical overview. Developmental Psychology, 28 (6), 1006-1017
McCarthy, D. (1954) Language development in children. In L. Carmicheal (Ed.) Manual of Child Development. 2nd ed., 492-630. New York: Wiley
Lenneberg, E. H. (1967) Biological Foundations of Language with Appendices by Noam Chomsky and Otto Marx. New York, London: Wiley
Pinker, S. (1954) The Language Instinct: The new science of language and mind. Harmondsworth: Penguin
Pinker, S. (1984) Language Learnability and Language development. Cambridge, MA: Harvard University Press
Sachs, J., Bard, B. and Johnson, M. L. (1981) Language learning with restricted input: Case studies of two hearing children of deaf parents. Applied Psycholinguistics, 2, 33-54
Tager-Flusberg, H. (1981) On the nature of linguistic functioning in early infantile autism. Journal of Autism and Developmental Disorders, 11, 45-56
Tager-Flusberg, H. (1999) Language development in atypical children. In Barret, M. (Ed.) The Development of Language. Hove: Psychology Press
Thiessen, E. D., Hill, E. A. and Saffran, J. R. (2005) Infant-directed speech facilitates word segmentation. Infancy, 7, 53-71
Tomasello, M. (1995) Language is not an instinct. Cognitive Development, 10, 131-156