essay type questions on language acquisition

Language Acquisition Concept and Theories

Introduction.

One of the most important topics in cognitive studies is language acquisition. A number of theories have attempted to explore the different conceptualization of language as a fundamental uniqueness that separates humans from other animals and non-living things (Pinker& Bloom, 1990). Similarly, Pinker (1994) recognizes language as a vehicle which engineers humans to know other people’s thoughts, and therefore, he reasons that the two (language and thought) are closely related. He adds that when one speaks his/her thoughts, he depicts some language. Else, he notes that a child’s first language is often times learnt well enough in the earlier periods of his life without having to be taught in school. With this astonishment, he believes children language acquisition has received a lot of attention in scholarly circles and debates (Pinker, 1994).

Indeed, accordingly, acquisition of language goes beyond it being interesting, but is an answer to the study of cognitive science. The recognition here is the many facets that language acquisition studies come with. These include Modularity, Human Uniqueness, Language and Thought, and Language and Innateness.

Historically, the scientific study of language and the way it is learnt began in the late 1950s, supposedly the time around which cognitive studies were launched. Pinker observes that the anchor of this was when Noam Chomsky reviewed Skinner’s verbal behavior (Pinker, 1994).

Understanding Language Acquisition

Language acquisition can be understood biologically. The understanding here is that human language came to be based upon the unique adaptations that the body and mind developed during the process of evolution (Pinker& Bloom, 1990).

Language and Evolution

Pinker (2000) begins by indicating that human’s vocal tracks appear to have been modified to respond to the demands of evolution. In addition, this is the basis of speech. Pinker (2000), citing Lieberman (1984) argues that the larynx is at the base of the throats and that the vocal tracts have a sharp right angle bend that creates two independently modified cavities.

The process/course of Language Acquisition

Pink and Bloom (1990) assert that a number of scholars and thinkers alike, have kept diaries of children’s speech for a long time, and it was only later that children’s speech began to be analyzed in developmental psychology. Language acquisition begins at a very early stage in human’s life span. This usually stems initially with Sound Patterns. Pinker notes that within the earliest five years of an individual’s existence, children acquire control of speech musculature and sensitivity to the phonetic distinctions in the maiden mother tongue. In addition, children acquire these skills even before they know or understand any words, and therefore at this stage, they only relate sound to meaning (Kuhl, 1992).

When a child is almost hitting one-year age mark, he slowly begins to muster and understand words, and eventually produce them. Interestingly, at this stage they produce the word in ‘isolation’, that is one word at a time, with this period lasting two to twelve months. The words they produce at this stage are similar the world over and include words such as baba, baby among others, and others such as up, off, eat (Pinker& Bloom, 1990).

At about the time a child is 1 year and 6 months, two changes in language acquisition occurs. One is that there is an increase in vocabulary growth and two is that primitive syntax emerges. When Vocabulary growth increases, the child systematically starts learning “words at a rate of one every two waking hours, and will keep learning that rate or faster through adolescence” (Pinker, 1994). Primitive syntax on the other hand involves ‘two word strings’; examples of such include expressions such as ‘see baby’, ‘more hot‘, among others. These two-word expressions, Pinker notes, are similar the world over; for instance, everywhere, children reject and request for activities and therefore ask about who, what and where (Pinker& Bloom, 1990).

Overall, “these sequences already reflect the language being acquired: in 95% of them, the words are properly ordered” (Ingram, 1989). More interestingly is the fact that before they put the words, they can at this stage fathom a sentence by use of syntax. Notably is the fact that the struggle and output depends on the complexity of the sentence at this stage.

Between the time Children are almost going through year two up to mid of year three of age, language evolves to fluency and blossoms into good grammatical expressions and the reasons for this rapidity is still subject of research to today. At this stage, the length of the sentences that the children produce increase steadily and the number of syntax types increases steadily as well (Pinker& Bloom, 1990).

Pinker (1994), notes that children may differ in language development by a span of 1 year. Regardless, the stages they go through in language development remain the same and many children acquire and can speak complex sentences before their second age. At the stage of grammar explosion, the sentences get longer and more complex, even though at age three children’s may have grammatical challenges of one nature or the other (Pinker, 1994).

Language System and Its maturation

A number of scholars have observed that as language circuits mature in a child’s early years so is language acquisition, i.e. a child masters language development from the initial years of his/her birth and the process continues as the child’s brain develops during his/her life (Pinker, 1994). He notes that it is usually nerve cell degenerate shortly before birth, and it is also during this time that they are allocated to brain. However, he observes that an individuals “head size, brain weight, and thickness of the cerebral cortex” continue to rapidly increase over the first year of birth (Pinker, 1994).

White matter is not fully complete until after the child gets to nine months of age. The emergence of synapses will continue and reach climax when one is between 9 months to 2 years; however, this is usually dependent relative on the brain region. The development process continues and as the synapses wither, adolescence sets, with the individual showing signs of transforming from childhood to adulthood.

What accrues here, accordingly therefore is that perhaps “first words, and grammar require minimum levels of brain size, long-distance connections, or extra synapses, particularly in the language centers of the brain” (Pinker, 1994). In addition, the assumption can also be that these changes are the rationale behind the low ability to learn language overtime as people age over a lifespan (Pinker, 1994).

This probably explains why most people in their adulthood cannot master foreign languages especially in their native accent and especially in the language aspect of phonology, and this is what leads to what is now popularly called referred to as foreign accent. No teaching or amount of correction can usually undo the errors that characterizes ‘foreign accent’. However, as Pinker notes, there exists differences depending on one’s efforts, attitudes, degree of exposure, teaching quality, and sometimes, plain talent. However, there is no empirical evidence that adduces learning of words as people age (Pinker, 1994).

Explaining Language Acquisition: Learnerbility Theory

Several theories have been developed in understanding language acquisition. One such theory is the learnerbility theory. This is a computer mathematical theory of language, which deals with learning procedures for children in acquiring grammar, riding on language evidence and exposure. For instance, a learning procedure is taken as an infinite loop running through endless tings of inputs, which are grammatical as chosen from a particular language. This theory by Gold largely shows that innate knowledge of universal grammar assists in learning (Pullum, 2000).

Language acquisition is a complicated issue that needs an elaborate research and study; indeed, some of the tenets of this issue have been addressed in this paper. It is a very central issue in understanding human growth and development. It captures a number of conceptualizations that relate directly to the Universal versus Context Specific development modules, as well as nature versus nurture controversy. Moreover, attempts to understand language scientifically has brought a number of frustrations, with a number of break thoughts as well. All in all, it is important to note that language acquisition begins from the initial periods of a child’s development and continues as the child grows.

Kuhl, P. K. (1992). Brain Mechanisms in Early Language Acquisition. Neuron Review. Web.

Pinker, S. (1994). Language Leanerbility and Language Development . Cambridge: Havard University Press. Web.

Pinker, S. (2000). Language Acquisition . Massachusetts Institute of Technology. Web.

Pinker, S. & Bloom, P. (1990). Natural language and natural selection . Behavioral and Brain Science. Web.

Pullum, G. (2000) . Learnerbilty . New York. Web.

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Extended Essay

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Extended Essay: Group 2: Language Acquisition

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  A group 2 Extended Essay is intended for students who are studying a second modern language. Students may not write a group 2 Extended Essay in a language that they are  offering as a language A for their diploma.

There are 3 categories of group 2 Extended Essays:

• Category 1—Language • Category 2—Culture and society (a or b) • Category 3—Literature.

Students should put the category in which they have presented their essay alongside the subject in which it is registered on the cover sheet of the extended essay, for example,

English B Cat: 2 (b); German B Cat :3; Spanish B Cat : 1.

A group 2 Extended Essay provides students with the opportunity to develop their awareness and knowledge of the language studied, and their understanding of the culture concerned. This is achieved by enabling students to pursue their interest in the language through research based on texts (taken to be any meaningful piece of spoken or written language, for example, an article, a book, a play, a poem) or on specific cultural artifacts (such as works of fine art or architecture, films, radio or television programmes, or popular music).

The Extended Essay must be written in the language for which it is registered (the target language). It must be focused on matters related to the target culture. The Extended Essay is a research essay and the assessment criteria emphasize the importance of research skills rather than linguistic proficiency. Although a certain level of ability in the language is obviously desirable in order to undertake a group 2 extended essay, fluency is neither a prerequisite nor a guarantee of success. In fact, students who are fluent in the language but who do not demonstrate the required research skills will definitely achieve a lower mark than students who are less fluent but who fulfill the other assessment criteria.

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As indicated in the ”Overview” section, a group 2 extended essay aims to develop students’ knowledge and understanding of the target language and culture. Any proposed topic that will not further that aim should be rejected. The essay should consist of the study of an issue in one of three categories: language, culture and society, or literature. Combinations of these are also permissible. Each category has specific requirements that are described in this section. In addition, students should ensure that their topic:

• is worthy of investigation. For example, “Does tourism have a future in Switzerland?” or “Is the wine industry an important source of income for France?” would be too trivial for an essay of 4,000 words.

• is not too broad and allows for an effective treatment within the word limit. Topics such as “Racism in France”, “The theatre of the absurd”, or “A history of the French language” would need to be given a sharper focus.

• provides them with an opportunity to develop an argument and to demonstrate critical analysis and personal judgment rather than just knowledge. Topics that are merely descriptive or narrative, or that only summarize secondary sources (such as “French cheeses”, “The Provence region”, “The events of May 1968 in Paris”), should be avoided.

In each category the examples given are for guidance only .

Category 1 - Language

The essay should be a specific analysis of the language (its use, structure and so on) normally related to its cultural context or a specific text

Category 2 - Culture and Society

A: essays of a sociocultural nature with an impact on the language 

The essay should be an analysis of a cultural nature that describes the impact of a particular issue on the form or use of the language.

B: essays of a general cultural nature based on specific cultural artifacts 

The essay should be an analysis of a more general cultural nature but specific to a country or community where the language is spoken. Topics that are too broad and could apply to many cultures (like globalization, the death penalty or eating disorders) are inappropriate. Essays of a general cultural nature must be based on specific cultural artifacts. Cultural artifacts in this context are understood to include a wide variety of phenomena, ranging from works of fine art to newspapers, magazines and cartoons, to films, television programmes and popular music.

Category 3 - Literature

The essay should be an analysis of a literary type, based on a specific work or works of literature exclusively from the target language. In the case of a comparison of texts, all texts must originally have been written in the target language.

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Essay On Language Acquisition

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Topic: Children , Family , Learning , Theory , Brain , Genetics , Human , Linguistics

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Language Acquisition:

The two methods of language acquisition are the learning theory and the nativist approach to language acquisition. The learning theory suggests that language is picked up through punishment and reinforcement. The nativist approach suggests that human beings are born with an in born characteristic to acquire language. The interactionist approach is the third method of language acquisition, which combines both the learning theory as well as the nativist approach (Vetter & Howell, 1971). The three theories have inherent differences in their approach towards language acquisition. The learning theory suggests that conditioning and reinforcement plays a major role in language acquisition. This implies that language acquisition is based on the social factors present during the learning process. On the other hand, the nativist theory suggests that the human brain has the capability of acquiring different languages. This is mainly because as suggested by the theory languages have the same structure. Therefore, this makes it easier for the human brain to pick up different languages. This implies that genetic predisposition plays a major role in the learning process. The interactionist theory suggests that the process of language acquisition is a combination of both the genetic predisposition of the individual and his or her external environment. Thus, it combines both the learning theory and the nativist approach (Tomasello, 2001). I believe that the learning method is the learning theory is the correct theory in explaining language acquisition. This is mainly because the theory explains clearly the process of language acquisition in children. It explains why children are able to pick up words such as dad and mum earlier than other words. In addition, the theory does not have as many weaknesses as the nativist and interactionist theories. It is evident that language acquisition is a gradual process that may take a period. However, according to the nativist theory the process is supposed to be quick. In addition, the nativist theory does not take into account all the languages in the world (Vetter & Howell, 1971). For example, some languages such as the Khoisan use clicks in communication. This does not have the same underlying structure when compared to English.

References:

Vetter, H. J., & Howell, R. W. (1971). Theories of language acquisition. Journal of Psycholinguistic Research, 1(1), 31-64. Tomasello, M. (2001). Language development: The essential readings. Malden, Mass. [u.a.: Blackwell Publ.

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Language Essay Titles

IELTS Essay Questions for the Topic of Language. All essay questions below are reported by IELTS candidates and seem to have been repeated over the years. Regardless of the years the questions were reported, you could get any question below in your test. You should, therefore, prepare ideas for all questions given below. The topics below could appear in both GT and Academic IELTS Writing Task 2.

IELTS Writing Task 2 Language Essay Questions

As computers translate quickly and accurately, learning foreign languages is a waste of time? To what extend do you agree or disagree. (2017, 2020, 2023)

Scientists predict that all people will choose to talk the same global language in the future. Do you think this is a positive or negative development? (appears most years in the test)

Some schools are no longer teaching children how to write with a pen. Do you think children should learn handwriting skills? (2024)

Some people think that a person can never understand the culture of a country unless they speak the language. Do you agree with this opinion?

Some people think that you can never become fluent in a language unless you have spent time living or working in that country. To what extent do you agree?

Some people think that all children in school should learn a foreign language at an early age. What are the advantages and disadvantages of doing this? (2020, 2023)

Reported essay questions are from students who have taken their IELTS test. That means questions may have appeared more frequently than have been reported. These questions may vary slightly in wording and focus from the original question. Also note that these questions could also appear in IELTS speaking part 3 which is another good reason to prepare all topics thoroughly.

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Second language acquisition and identity Definition Essay

Introduction, impact of second language use on identity.

It is difficult to predict or generalize second language acquisition because it is not an isolated activity; this is a culture-specific and identity-bound concept.

A second language user is often introduced into a fresh world that may be radically different from what he or she was accustomed to. One must therefore reconstruct or renegotiate one’s identity in accordance with these new experiences.

Ethnic confusion is something that second language learners in certain communities and generations can struggle with. If a parent migrated from another part of the world such as the Middle East, and moved to Australia, it is likely that the parent would learn English in order to communicate.

After that parent has stayed on in Australia, and has had children in the country, it is likely that these children may not be very fluent in Arabic. Communication difficulties would arise between the two parties. Such parents may decide to take their children to Arabic language schools in order to prevent the loss of their linguistic heritage (Sugita, 2000).

These second language learners would face unique identity challenges, because they would be learning a language (Arabic) that is assumed to be natural to members of their ethnic group. They have the choice of merely focusing on the language without embracing the cultural component of the Arabic world; which would imply totally abandoning the Middle Eastern part of themselves.

Alternatively, they may choose to forge a bilingual identity where they can take on components of both cultures. Several youths often choose the former option than the latter, and they usually end up going back and forth concerning these decisions. They may ask themselves whether they are Australians of Australia, or whether they are Arabs from the Middle East.

It can be argued that the most comfortable position would be to think of themselves as Australians of Arabic descent. However, this middle-ground status still has its own challenges. The individuals may find it tricky to fit into either culture as other people may not relate to them.

Sometimes some second language speakers may think of their newly formed status as a gateway for getting into a higher social class. Identities are often predetermined by the nature of social groups that one belongs to. One’s family, choice of school, place of work, and residential area can define one’s identity.

These groups are rarely chosen voluntarily as most people are simply born into them. Society will differentiate these groups by categorizing them as non privileged or privileged. The non privileged normally have fewer life chances, and may strive to alter their fate. One of the avenues that they may consider is learning another language (Shwartz, 2004).

Some languages such as English are regarded as a bridge to a better life. Second language learners often think of this process as an investment. They may assume that doing so will lead to better material resources. In certain scenarios, these changes may even be more symbolic than materialistic.

Whatever the case may be it is probable that second language learners wish to heighten their value in their social spheres. In other instances, the process of second language acquisition may reinforce one’s social status instead of improving it. The affordability of a foreign language can sometimes hamper certain people that may be interested in advancing their social class.

Indeed, members of the privileged classes tend to have more language options than their financially constrained peers. One’s social location does, in fact, determine one’s ability to access the linguistic opportunities.

Lier (2000) explains that language opportunities can be platforms for constraining and enabling others; they invite and reject others; they also offer opportunities and limit others.

In this regard, it can be stated that the process of second language acquisition is a platform for either improving one’s identity (on the basis class) or reinforcing one’s identity as a member of the privileged class.

As one learns a second language, one moves from an area of proficiency (in one’s first language) to a place of unfamiliarity.

This may necessitate reframing one’s identity based on the opinions of the people who are teaching the learner the second language, or the opinions of members of the new culture that the person is getting involved in. The beginner may be given a new set of attributes that may not be welcome.

Teachers may not necessarily appreciate the student’s other areas of expertise. Members of the new communities may also judge the individuals’ accent or his grammatical errors. It takes a lot of enthusiasm to keep trying regardless of these negativities and judgments.

One must shed off one’s identity as an authority in one culture (with regard to language) and embrace another identity as a newcomer. This may sometimes lead to exclusion or even alienation.

The person may be considered as an outsider and may be deprived from interacting with the very people he or she needs to mingle with in order to learn the new language (Kramsch, 2010).

As a second language learner continues to become more proficient in the second language, he or she may end up being comfortable with people from the new culture. For instance, a Korean student who has moved into the United States may start spending more time with American students after gaining fluency in English.

This may also involve dedicating less time to Americans of Korean descent, and hence creation of a new peer group identity (Potowski, 2007). However, not everyone will do this; some people have to deal with pressures from their friends to stay close to their native ethno linguistic communities.

Embracing the lifelong learning identity in the second language may come at the cost of losing companionship with the student’s first language community.

Second language acquisition is a platform for reconstructing one’s identity because it can cause confusion about one’s ethnicity if one is not fluent in one’s native tongue, and is trying to learn it. It can also be considered as a mechanism for social advancement or social class enforcement.

In other scenarios, it may lead to isolation from members of the second language community. Lastly, it can elicit pressure from peers who may want the learner to limit his or her association with the people from the new community. These are all scenarios in which identity has to be renegotiated.

Kramsch, C. (2010). The multilingual subject . Oxford: OUP.

Lier, L. (2000). From input to affordance: social interactive learning from an ecological perspective. In J. Lantolf (Ed.). Sociocultural theory and second language learning . Oxford, OUP.

Potowski, K. (2007). Language and identity in a dual immersion school . Clevedon, UK: Multilingual matter.

Shwartz, M. (2004). The role of identity in second language acquisition . New Mexico: University of New Mexico Press.

Sugita, M. (2000). Identity and second language learning: local Japanese learning Japanese in Hawaii . Web.

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IvyPanda . "Second language acquisition and identity." February 1, 2024. https://ivypanda.com/essays/second-language-acquisition-and-identity/.

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