discuss several views on language development during pre- historic time? class 11 history ch 1 cbse ncert
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Developed language
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Language development is even more impressive when we consider the nature of what is learned. It may seem that children merely need to remember what they hear and repeat it at some later time. But as Chomsky1 pointed out so many years ago, if this were the essence of language learning, we would not be successful communicators. Verbal communication requires productivity, i.e. the ability to create an infinite number of utterances we have never heard before. This endless novelty requires that some aspects of language knowledge be abstract. Ultimately, “rules” for combining words cannot be rules about particular words, but must be rules about classes of words such as nouns, verbs or prepositions. Once these abstract blueprints are available, the speaker can fill the “slots” in a sentence with the words that best convey the message of the moment. Chomsky’s key point was that since abstractions cannot ever be directly experienced, they must emerge from the child’s own mental activity while listening to speech.
Predictable language sequences
In broad strokes, the observable “facts” of language development are not in dispute. Most children begin speaking during their second year and by age two are likely to know at least 50 words and to be combining them in short phrases.4 Once vocabulary size reaches about 200 words, the rate of word learning increases dramatically and grammatical function words such as articles and prepositions begin to appear with some consistency.5 During the preschool years, sentence patterns become increasingly complex and vocabulary diversifies to include relational terms that express notions of size, location, quantity and time.6 By the age of four to six or so, most children have acquired the basic grammar of the sentence.7 From that point onward, children learn to use language more efficiently and more effectively. They also learn how to create, and maintain, larger language units such as conversation or narrative.8 Although there are individual differences in rate of development, the sequence in which various forms appear is highly predictable both within and across stages.
Social
Toddlers infer a speaker’s communicative intent and use that information to guide their language learning. For example, as early as 24 months, they are able to infer solely from an adult’s excited tone of voice and from the physical setting that a new word must refer to an object that has been placed on the table while the adult was away.
The verbal environment influences language learning. From ages one to three, children from highly verbal “professional” families heard nearly three times as many words per week as children from low verbal “welfare” families. Longitudinal data show that aspects of this early parental language predict language scores at age nine.
Perceptual
Infant perception sets the stage. Auditory perceptual skills at six or 12 months of age can predict vocabulary size and syntactic complexity at 23 months of age.
Educators and policy-makers have often ignored preschoolers whose language seems to be lagging behind development in other areas, arguing that such children are “just a bit late” in talking. The research evidence suggests instead that language acquisition should be treated as an important barometer of success in complex integrative tasks. As we have just seen, whenever language “fails” other domains are implicated as well – as either causes or consequences. Indeed, major epidemiological studies have now demonstrated that children diagnosed with specific language disorders at age four (i.e. delays in language acquisition without sensori-motor impairment, affective disorder or retardation) are at high risk for academic failure and mental-health problems well into young adulthood.20,21 Fortunately, the research evidence also indicates that it is possible to accelerate language learning.22 Even though the child must be the one to create the abstract patterns from the language data, we can facilitate this learning (a) by presenting language examples that are in accord with the child’s perceptual, social and cognitive resources; and (b) by choosing learning goals that are in harmony with the common course of development.
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