Language is more than just producing sounds and symbols, it encompasses an innate human desire, universal in every culture, to communicate one’s feelings, thoughts, needs, ideas and experiences with others. (Goldstein, 2008).
Despite language being seen as vital to society and individual needs, the language capabilities of an adult are not abilities typically available from birth, therefore it must be developed.
In regards to language development, it is important to discuss the different components of language, phonological, syntactic, semantic and pragmatics; when and how these components typically develop and become refined; as well as the different theorists and their perspective take on what roles nature and nurture play in children’s …show more content…
Syntax morphology is a component of grammar that involves rules for modifying a word into another, in order to change the meaning. It is nearly incomprehensible to memorise the endless possibility of sentences at one’s disposal, therefore knowledge of these rules is essential for effective communication (Fellowes & Oakley, 2014). Yet, while numerous in number, these rules are mostly absorbed subconsciously during language …show more content…
Pragmatics includes rituals such as turn taking, identifying body language and gestures, making eye contact, adaption of language to suit the situation and/or need of the listener, registering and using different tones of voice, even staying on topic, are all part of pragmatic competence (Hill, 2012).
Examples of pragmatic development in children is when a 6 month-old child is vocalising after being spoken to; when a 1 year-old waves and says “bye” when someone is departing; when a 4 year-old simplifies their speech and lightens their tone when interacting with much younger children (Gard, Gilman, & Gorman, 2012). Jerome Bruner, an interactionist theorist, acknowledges Chomsky’s theory of LAD, but argues it could not function without the assistance of an adult. Bruner’s Language Acquisition Support System (LASS) is a process whereby adults are repeatedly creating language structure and modelling verbal and non-verbal pragmatics when interacting with children, the children then recreate and imitate the language and actions of the adults (Shanker & Bakhurst,
Despite language being seen as vital to society and individual needs, the language capabilities of an adult are not abilities typically available from birth, therefore it must be developed.
In regards to language development, it is important to discuss the different components of language, phonological, syntactic, semantic and pragmatics; when and how these components typically develop and become refined; as well as the different theorists and their perspective take on what roles nature and nurture play in children’s …show more content…
Syntax morphology is a component of grammar that involves rules for modifying a word into another, in order to change the meaning. It is nearly incomprehensible to memorise the endless possibility of sentences at one’s disposal, therefore knowledge of these rules is essential for effective communication (Fellowes & Oakley, 2014). Yet, while numerous in number, these rules are mostly absorbed subconsciously during language …show more content…
Pragmatics includes rituals such as turn taking, identifying body language and gestures, making eye contact, adaption of language to suit the situation and/or need of the listener, registering and using different tones of voice, even staying on topic, are all part of pragmatic competence (Hill, 2012).
Examples of pragmatic development in children is when a 6 month-old child is vocalising after being spoken to; when a 1 year-old waves and says “bye” when someone is departing; when a 4 year-old simplifies their speech and lightens their tone when interacting with much younger children (Gard, Gilman, & Gorman, 2012). Jerome Bruner, an interactionist theorist, acknowledges Chomsky’s theory of LAD, but argues it could not function without the assistance of an adult. Bruner’s Language Acquisition Support System (LASS) is a process whereby adults are repeatedly creating language structure and modelling verbal and non-verbal pragmatics when interacting with children, the children then recreate and imitate the language and actions of the adults (Shanker & Bakhurst,