Name: Suchanan Thamnanwarn

Student I.D.:6501451

​ Audience’s Summary Sheet

Mini Seminar: Language Acquisition ​ Date: February 5, 2025

Speaker 1: Meaning of language acquisition/Comparisons of first and second language

Second-language acquisition (SLA) is the process of learning a non-native language, focusing

Speaker 2: Behaviorism Theory 1

The behaviorist theory says children learn language by imitating others, practicing, and
receiving praise or rewards. Hearing and copying speech helps them develop their skills.
However, critics argue that language learning isn’t just about rewards—kids still learn even
without constant encouragement. It also struggles to explain how children understand abstract
words or create new sentences. While behaviorism plays a role, other theories like innatism,
cognitive theory, and interactionism also help explain how language develops.

Speaker 3: Behaviorism Theory 2

The behaviorist theory views language learning as a process of conditioning, where children
learn by imitating, practicing, receiving rewards, and getting used to language patterns. This
theory has influenced teaching methods like the Audio-Lingual Method, Total Physical
Response, and Situational Language Teaching. It also contributed to empirical approaches to
language learning in places like the U.S. and Europe. While there are some flaws, behaviorism
gives useful ideas about structured teaching and the role of observing how language is learned.
Speaker 4: Nativism Theory (Noam Chomsky’s concepts)

The Nativist Theory argues that language is innate, meaning children are born with an ability to
learn and understand language. Chomsky, a key figure in this theory, believes that humans have
a special part of the brain called the Language Acquisition Device (LAD), which helps them
understand language structures. He also introduced the idea of universal grammar, which
suggests all languages share common rules. Chomsky rejected the idea that children learn
language only through exposure, arguing they are naturally wired to learn language. The theory
emphasizes that while environment affects which language is learned, the ability to learn it is
built-in.

Speaker 5: Nativism Theory (Noam Chomsky’s concepts)

Universal Grammar, proposed by Chomsky, refers to the common grammar principles shared by
all languages, like distinguishing verbs and nouns and expressing past and present. Chomsky
believes these basic structures are innate and encoded in the brain from birth. The environment
a child grows up in determines which specific language they will learn. Despite language
differences, all languages share these core features.

Speaker 6: Baby Talk (Child Language Acquisition) The first three years 1

Children acquire language in their own unique way, influenced by their environment, caregivers,
and peers. The process is gradual and involves "errors" that are actually a normal part of
learning. They speak like the adults and children around them, picking up dialects and local
grammar naturally. Children don't simply copy adults but adapt the language input to their
developing cognitive and physical abilities. Over time, they refine their language skills, filtering
out complexities they can't yet understand. This shows that language acquisition is a dynamic
process that reflects individual growth and the surrounding context.

Speaker 7: Baby Talk (Child Language Acquisition) The first three years
Speech and language are different: speech is a physical skill, while language is intellectual.
Children don’t simply copy adults but adapt language input to their developing abilities.
Language acquisition takes time and varies for each child, with some learning faster than
others. Progress isn’t linear, and it’s important to give children time to develop at their own pace.
Learning language involves physical stages and intellectual strategies, with children using both
to process pronunciation, vocabulary, and grammar.

Speaker 8: The preschool years & The school years 1

By age four, children master basic language structures, expand their vocabulary, and start using
complex language forms. They develop social language skills, adapt language to various
situations, and begin understanding language rules. By the time they start school, they’ve spent
thousands of hours in language-rich environments, preparing for further language development.

Speaker 9: The preschool years & The school years 2

During the school years, language development grows to include reading and writing. Learning
to read enhances metalinguistic awareness, which is the ability to analyze a language's
structure separately from its meaning. These skills significantly expand language capabilities.

Speaker 10: Effect of mother tongue on using a second language

In conclusion, our mother tongue affects how we learn and use a second language. Young
learners adapt quickly but risk losing their first language, while older learners retain their native
language but often struggle with pronunciation. Bilinguals rarely have equal fluency in both
languages, and the language they use most becomes dominant.

Speaker 11: Interlanguage (อันตรภาษา)

Interlanguage is the transitional stage in second language learning, where a learner mixes their
native language (L1) with the target language (TL). It reflects the learner’s progress and
developing understanding, often showing errors or simplified structures. This system evolves as
they move toward full proficiency.

Speaker 12: Critical Period Hypothesis

The Critical Period Hypothesis proposes that children are more adept at learning a second
language, particularly pronunciation, due to brain development before puberty. Research shows
a decline in language learning ability after age 7, with a sharper decrease after 17. While age of
acquisition is crucial, adults often struggle to reach native-level fluency. Overall, studies support
that children are generally more successful in language learning than adults.

Speaker 13: What happened to people with no language (language and mind)?

Language and thought are strongly linked but not entirely reliant on each other. Studies indicate
that individuals with global aphasia, like Sue, can still perform cognitive tasks like reasoning and
math without language. Some people even think in non-verbal forms, such as images or
scenes. However, language is essential for developing specific cognitive abilities, such as
numerical reasoning. Cases of language deprivation, like those seen with deaf children,
highlight the importance of language for social and cognitive growth. The connection between
language and thought changes over time, with language shaping cognitive functions during
development.

Speaker 14: Feral children

A feral child, also known as a wild child, is a young individual who has grown up isolated from
human contact, experiencing little or no human care, social behavior, or language. The term
typically refers to children who have faced severe abuse or trauma before being abandoned or
running away.

Speaker 15: Helen Keller

Helen Keller, born in 1880, became deaf and blind at a young age but learned to communicate
with the help of her teacher, Anne Sullivan. Despite her disabilities, she mastered speech,
reading, and writing. Her story is often referenced in language acquisition discussions,
particularly in cases of sensory deprivation, showcasing how language can be learned through
alternative methods like tactile sign language and braille. Keller's experience highlights the
brain’s ability to adapt and develop communication skills.