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Approach to language acquisition research has focused on three areas, namely the cognitive approach to language acquisition or the developmental cognitive theory of Jean Piaget, the information processing approach or the information processing model of Brian MacWhinney and Elizabeth Bates (the competition model), and the social interactionist approach or social interaction model of Lev ...
With this approach, language is viewed as having its origins in social exchange and communication [2] relating it closely to interactionism in sociology. The theory begins with the earliest stages of infancy, looking at the way children communicate and interact with caregivers as a means of achieving motives and generating contact. [ 3 ]
An isolating language is a type of language with a morpheme per word ratio close to one, and with no inflectional morphology whatsoever. In the extreme case, each word contains a single morpheme. Examples of widely spoken isolating languages are Yoruba [1] in West Africa and Vietnamese [2] [3] (especially its colloquial register) in Southeast Asia.
An early record of a study of this kind can be found in Herodotus's Histories.According to Herodotus (c. 485–425 BC), the Egyptian pharaoh Psamtik I (664–610 BC) carried out such a study, and concluded the Phrygians must antedate the Egyptians since the child had first spoken something similar to the Phrygian word bekos, meaning "bread". [2]
R.L Trask also argues in his book Language: The Basics that deaf children acquire, develop and learn sign language in the same way hearing children do, so if a deaf child's parents are fluent sign speakers, and communicate with the baby through sign language, the baby will learn fluent sign language. And if a child's parents aren't fluent, the ...
All eight stages reflect how social conflicts can impact growth and development, but intimacy versus isolation, the sixth stage, is a particularly rocky transit with far-reaching implications on ...
In psycholinguistics, the interaction hypothesis is a theory of second-language acquisition which states that the development of language proficiency is promoted by face-to-face interaction and communication. [1] Its main focus is on the role of input, interaction, and output in second language acquisition. [2]
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