Model Answer
0 min readIntroduction
Language acquisition, the process by which humans acquire the capacity to perceive and use language, is a cornerstone of cognitive development. Historically, explanations for this complex process have ranged from purely behavioral to innatist perspectives. B.F. Skinner, a proponent of behaviorism, posited that language is learned through operant conditioning, while Noam Chomsky revolutionized the field with his theory of Universal Grammar, arguing for an innate language faculty. Understanding these contrasting viewpoints, and how they explain language development across different stages – from pre-linguistic vocalizations to complex sentence construction – is crucial for a comprehensive understanding of this fundamental human ability.
Pre-linguistic Stage (0-12 months)
During the first year, infants progress through stages of pre-speech sounds – cooing, babbling, and canonical babbling. Skinner would explain this as a result of reinforcement. Parents positively reinforce vocalizations that resemble speech sounds, shaping the infant’s vocal behavior. For example, a parent might respond enthusiastically to “ba-ba,” encouraging the infant to repeat it. However, Chomsky would argue that even this early babbling demonstrates an underlying linguistic competence. The sounds produced, even if not meaningful, are drawn from the universal set of phonemes present in all languages, suggesting an innate predisposition for language. The ‘poverty of the stimulus’ argument is relevant here – infants are exposed to incomplete and often ungrammatical language, yet rapidly develop complex phonetic inventories.
One-Word Stage (12-18 months)
This stage is characterized by the use of single words (holophrases) to convey entire meanings. Skinner would attribute this to the association of words with objects and events through conditioning. If a child consistently receives milk when saying “milk,” the word becomes associated with the object. Chomsky, however, would argue that even single-word utterances demonstrate underlying grammatical structure. The child isn’t simply associating a sound with an object, but is applying an innate understanding of semantic relations. For instance, using “up” to mean “pick me up” demonstrates an understanding of agent-action relationships.
Two-Word Stage (18-24 months)
Children begin combining two words to form simple sentences, such as “Mommy up” or “Doggy bark.” Skinner would see this as a progression of conditioning, where the child learns to associate word combinations with specific situations. The frequency of these combinations in the child’s environment would reinforce their use. Chomsky would contend that this stage reveals the emergence of a ‘language acquisition device’ (LAD), an innate mechanism that allows children to generate novel sentences based on underlying grammatical rules. The fact that children produce sentences they have never heard before, and often make systematic errors (overgeneralizations), supports this view. For example, saying “goed” instead of “went” demonstrates the application of a rule (adding -ed for past tense) even when it’s incorrect.
Telegraphic Speech Stage (2-3 years)
Children begin to produce longer, more complex sentences, but often omit function words (articles, prepositions, auxiliary verbs) – hence the term “telegraphic speech.” Skinner would explain this as a result of selective reinforcement; children are rewarded for conveying essential information, and the omission of less important words doesn’t hinder communication. Chomsky would argue that this stage demonstrates the child’s growing understanding of syntactic structure, even if incomplete. The omission of function words isn’t a lack of knowledge, but rather a reflection of the child’s focus on content words and the core grammatical relations.
Later Stages (3+ years)
As children mature, their language becomes increasingly complex and grammatically accurate. They acquire more sophisticated vocabulary, learn to use different sentence structures, and develop pragmatic skills (understanding the social context of language). Skinner would attribute this to continued reinforcement and imitation. Children learn by observing and copying the language of those around them. Chomsky would emphasize the refinement of the LAD, as the child continues to internalize the rules of their native language and expand their linguistic competence. The ability to understand and produce increasingly abstract and nuanced language demonstrates the power of innate linguistic principles.
| Stage of Development | Skinner’s Explanation | Chomsky’s Explanation |
|---|---|---|
| Pre-linguistic (0-12 months) | Reinforcement of vocalizations | Innate phonetic inventory; Universal Grammar |
| One-Word (12-18 months) | Association of words with objects | Underlying semantic relations |
| Two-Word (18-24 months) | Association of word combinations | Emergence of Language Acquisition Device (LAD) |
| Telegraphic (2-3 years) | Selective reinforcement of essential information | Developing syntactic structure |
Conclusion
In conclusion, while Skinner’s theory provides a plausible account of how environmental factors shape language development through reinforcement, it struggles to explain the speed, creativity, and universality of language acquisition. Chomsky’s innatist perspective, with its emphasis on an innate language faculty, offers a more compelling explanation for these phenomena. Modern perspectives often integrate aspects of both theories, recognizing the interplay between innate predispositions and environmental influences in the complex process of language acquisition. Further research continues to refine our understanding of this fundamental human capability.
Answer Length
This is a comprehensive model answer for learning purposes and may exceed the word limit. In the exam, always adhere to the prescribed word count.