Seminar On Linguistics

Seminar on Linguistics
Presented by:
Sri Suryatiningsih (K2206009)
Apriliana Sri Rahayuningsih (K2206013)
Statement :
 “According to Transformationalists,
imitation and repetition are what
children do in learning their mother
tongues"
BEHAVIORISM
› Skinner: language behavior is the production of
correct responses to stimuli through reinforcement.
› Language learning is the result of 1) imitation (word-
for-word repetition), 2) practice (repetitive
manipulation of form), 3) feedback on success
(positive reinforcement), and 4) habit formation.
› The quality and quantity of the language that the
child hears, as well as the consistency of the
reinforcement offered by others in the
environment, would shape the child’s language
behavior.

Behaviorist learning theory (popular

in the 1950s and 60s)

 1. B.F. Skinner
 2. Viewpoint: LL is a kind of behavior
similar to other human behavior.
Language is learnt in much the same
way as anything else is learnt.
 stimulus → organism → response
 ↓ ↓ ↓
 input the learner imitation

 e.g. ‘This is a pencil → ‘This is a pencil’.


Four steps for a child to acquire
his/her L1:

 imitation→reinforcement→repetition→habituati
on

 positive negative good habit bad habit


 positive reinforcement: praise or reward

 negative reinforcement: corrections
 good habit: correct performance
 bad habit: errors

TRANSFORMATIVISM
 Chomsky argues that behaviorism cannot provide sufficient
explanations for children’s language acquisition for the
following reasons:
1. Children come to know more about the structure of
their language than they could be expected to
learn on the basis of the samples of language
they hear.
2. The language children are exposed to includes false
starts, incomplete sentences and slips of the
tongue, and yet they learn to distinguish
between grammatical and ungrammatical
sentences.
3. Children are by no means systematically corrected
or instructed on language by parents.
Evidence used to support
Chomsky’s innatist position:
1. Virtually all children successfully learn their native
language at a time in life when they would not be
expected to learn anything else so complicated (i.e.
biologically programmed).
2. Language is separate from other aspects of cognitive
developments (e.g., creativity and social grace) and
may be located in a different “module" of the brain.
3. The language children are exposed to does not contain
examples of all the linguistic rules and patterns.
4. Animals cannot learn to manipulate a symbol system as
complicated as the natural language of a 3- or 4-year-
old child.
5. Children acquire grammatical rules without getting explicit
instruction. Therefore, children’s acquisition of
grammatical rules is probably guided by principle of an
innate UG which could apply to all languages.
Characteristics of the
language of children:
 Their language development shows a high degree of similarity
among children all over the world. There are predicable
patterns in the L1 development and their L1 developmental
patterns are related to their cognitive development
(predictability).
 Their language reflects the word order of the language that

they are hearing. The combination of the words has a
meaning relationship (learning through imitation).
 Their language also shows they are able to apply the rules of
the language to make sentences which they have never
heard before (creativity).
Different Approaches,
Different Aspects of
Language Acquisition
 Children imitate & practice
(Behaviouristic) for routine aspects &
word meanings.
 Acquisition of complex language (e.g.
reflexive pronouns) goes beyond
simple imitation & repetition
(Transformationalistic) for complex
grammar.

CONCLUSION
 The statement “According to
Transformationalists, Imitation and
Repetition are What Children Do in
Learning Their Mother Tongues” is true
because imitation and repetition are
needed by children in learning mother
tongue complex grammar as stated by
Chomsky.

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Seminar on Linguistics

in the 1950s and 60s)

 e.g. ‘This is a pencil → ‘This is a pencil’.

 positive negative good habit bad habit

 positive reinforcement: praise or reward

 Their language reflects the word order of the language that

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