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Theories of FLA
Relate the following claims to a
person and/or a theory that we
have discussed:
•
•
•
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Behaviourism
Innatism
Functionalism
Connectionism
1. Mothers should involve their children
in repeated, meaningful conversations
to teach them linguistic behaviour.
2. We are not preprogrammed genetically
for any linguistic behaviour.
3. Human linguistic ability consists of the
universal grammar and the language
acquisition device.
3. Caretakers should match their speech to the
child’s actual competence level.
4. Children best learn if they are continuously
praised or corrected.
5. The genetic programme for human learning
consists of the free neurons that form
connections in the brain.
6. Nature and nurture are equally important in
FLA.
True or false?
1.
By learning the rules of the language, we can
apply these rules to form correct sentences.
2.
Language is produced in the left hemisphere.
3.
In the 1970s, when Chomsky made his claim
about the LAD, it was not yet known where
language exactly resides in the human brain.
4.
Children can’t imitate what they can’t fit into
their system.
5. Children say a lot of things they could not have heard
because they do not understand the info correctly or
cannot retain it in their memory.
6. Language errors should be corrected immediately so
that they should not become fixed.
7. What best facilitates child FLA is using exactly the
same level of language that the child curretly has.
8. You can learn language from TV.
9.
According to Skinner, the most effective
reinforcement is random reinforcement.
Pair up the concepts with the definitions
and relate them to one of the fields.
1 Amygdale
2 Cortex
3 Facilitator
4 Hemisphere
5 Motherese
6 Non-threatening
environment
7 Stimulus
8 Synapsis
9 Wiring
10 Zone of
proximal
development
A Stress-free, encouraging context
B Helper, assistant
C Brain surface
D One half of the brain
E Connection between neurons
F Formation of neural connections to store info in
the
brain
G Small almond-shaped part in the brain attaching
emotional values to visual and audial impulses
H Conversation in which language is matched to
the
child’s actual language competence
I Special language characterised by simplified
language,
high, rising intonation, repetition and a focus on
function
that caretakers use to scaffold children’s FLA
J Urge to act