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Traditionally, the theoretical approaches that are included in accounts of language acquisition occupy different positions on a continuum with regard to how much emphasis is placed on the internal wiring of the child (i.e., the child’s given biological nature) versus the environmental input that the child receives (i.e., nurture). In contrast to these two views, an interactionist approach to language development focuses not only on the structures and mechanisms internal to the child, but also on the powerful influence that experiential and social factors have in concert with unobservable mental faculties. The charge for this chapter is to review the continuum of nature, nurture, and interactionist perspectives and to discuss their impact on the world of speech-language pathology. By tracing the roots of and variations of the nativistic, behavioral, and interactionist approaches to the development of language, we can begin to understand how the trends in modern language science have ...

In this paper we will try to show the importance of interaction in language acquisition. Interaction may occur in two different ways: Interpersonal and intrapersonal. The first one presents when one talks to another face to face whereas the second one shows the inner interaction (Cited in Ellis 1999). Interaction in second language acquisition has been a debate for a long time between linguists. One group leading by Cook pretends that language acquisition depends on internal mechanisms and the other group of scientists leading by Ellis who pretend that language acquisition depends on interaction as a key in data obtaining.

Journal of Education and Learning (EduLearn), 2020

The paper discussed in detail the process of language development and the process of language acquisition in early childhood. It also gave a brief overview of the theoretical frame of reference of language development. The paper included an in depth explanation of the importance and impact of overexposure for early second language acquisition and it answered the question of whether language learning could turn into a language acquisition after what Noam Chomsky referred to as the "critical period". The paper concluded that even after the Chomskian critical period learners who got overexposed to the target language can acquire the language and it can be equivalent to their first language. The paper discussed two major kinds of motivations at play in the process of second language acquisition: (1) Curiosity: A desire to better understand a group of people and their way of life , and (2) Empathy: Upon repeated exposure, one might come to the conclusion that this group of people has a more sensible handle on things, and thus identifies with them.

• ABSTRACT: The understanding of how language is acquired and the role the brain plays in the language acquisition process are crucial because the development of language is one of the most important factcrs in human development. The analysis of language development is intrinsically connected with one's awareness of how human beings or human brains perceive, learn, control, and coordinate elaborate behaviour. The study of language development, therefore, involves research on motor, perceptual, and cognitive development. This paper reviews the three major theories of language acquisition, namely, behaviouristic, psycholinguistic, and interactionistic and examines the biological component of language acquisition and the brain's role in the language development process. IIIKEY WORDS: Language Acquisition. SLA. Critical Period Hypothesis. Brain Damage.

Humanising Language Teaching , 2015

Issues in Applied Linguistics, 2009