#Eric Lenneberg

[noosphe-re]

Biolinguistics can be defined as the study of biology and the evolution of language. It is highly interdisciplinary as it is related to various fields such as biology, linguistics, psychology, anthropology, mathematics, and neurolinguistics to explain the formation of language. It seeks to yield a framework by which we can understand the fundamentals of the faculty of language. This field was first introduced by Massimo Piattelli-Palmarini, professor of Linguistics and Cognitive Science at the University of Arizona. It was first introduced in 1971, at an international meeting at the Massachusetts Institute of Technology (MIT).

Wikipedia

[poeticmindfulness]

CPH

As a result of the mutual dependence among different countries for the world economy and the rapid progress in transportation and information technology, people are traveling more frequently these days. Thus, the boundary between and among countries becomes blurred; the global village phenomenon has formed. Under this trend, an international language will become a communication tool for people…

[englishtogether]

Case Study: Genie

On November 4, 1970, it was discovered the case of a 13-year-old child that had been suffering isolation and abuse from her parents in Los Angeles, California; this case would be known internationally as the case of Genie Wiley. She was described as "unsocialized, primitive human being, emotionally disturbed, unlearned, and without language" (Fromkin et al, 1974). This case caught many experts’ eyes because it brought up the questions once again about language acquisition: Is language innate in humans? Is environment a critical factor? Will this person be able to acquire language at this age or is it too late now for the little girl?

There are different theories about language acquisition, and the nativist view by Noam Chomsky is one of the most famous, so it was this theory that researchers wanted to test with Genie. According to Chomsky, human beings are born with a Language Acquisition Device which is the innate ability to understand and acquire language. On the other hand, Eric Lenneberg suggested that while language is innately determined, its acquisition depends on some neurological events and exposure to the language, that is, the environment. He explained that the critical period for this goes from age two to puberty, the reason for this falls entirely on cerebral plasticity. This seems to be the case, at least with Genie.

She had difficulties in basically all aspects of her life regarding development; she appeared to be more than five years younger than her age, she could not stand nor walk normally, she had difficulty with chewing and swallowing, she was mute, she did not learn to hold her pee, and even had sight problems. It is important to keep in mind that she not only did not have interactions with her family (her father and older brother would growl and bark at her sometimes), but there was no TV nor radio in the house, and since nobody inside the household was allowed to make any sounds, she could not get any stimuli even from outside her room. Also, she was beaten up by her father when making even the smallest sound, so this could had added up to her trauma of zero interaction, but also receiving violence if she tried anything related to it. This was confirmed by Genie herself.

The problem with this case is that it was not properly handled by some experts in charge. Genie went to live with Jean Butler, one of her teachers, who later became overprotective and jealous with her research. She then went to another family, where some progress was made; she could use some words but had difficulties with grammar. For example, she would express the abuse from the father by saying things like “Father hit arm. Big wood. Genie cried (...) Father's angry. Father make me cry. Father’s dead”. This supported even more the idea about critical periods, but due to lack of findings, the funding was withdrawn, and the little girl went through different foster homes. She suffered from abuse in these places, so she went back to silence once more.

Even though the research with Genie was left halfway through, this case showed the importance of environment to experts when it comes to acquiring a language. Just as any other skill, human beings need the input and practice that comes with healthy interactions in order to master it completely. The world may never know what level of language Genie would have been able to reach, but her case still amazes every single person who reads about it. Her mind was and still is a mystery to this day, but her contribution is undeniable.

References and Bibliography

ApolloEight Genesis. (2013, January 18). Genie Wiley - TLC Documentary (2003). [Video]. YouTube. https://youtu.be/VjZolHCrC8E

Cherry, K. (2021, February 26). The Story of Feral Child Genie Wiley. verywellmind. https://www.verywellmind.com/genie-the-story-of-the-wild-child-2795241

Fromkin, V., Krashen S., Curtiss S., Rigler D., Rigler M. (1974). The Development of Language in Genie: a Case of Language Acquisition beyond the "Critical Period". Brain and Language 1, (81-107). https://linguistics.ucla.edu/people/curtiss/1974%20-%20The%20development%20of%20language%20in%20Genie.pdf

Stephanie Soo. (2020, May 2). Locked Away & Isolated For 13 Years - What Happened to Genie Wiley?. [Video]. YouTube. https://www.youtube.com/watch?v=m8mC3AeLh8Q&t=371s

[u1ro120enews]

Language learning as adults is not so different than as a child

Language learning as adults is not so different than as a childMarch 15th 2017

Anyone who tries to tell you otherwise is selling bunk theory.

The formal theory is called the critical age hypothesis by Eric Lenneberg (1921–1975), and yes it is no longer canon. All research points in a slightly different and perhaps noncontradictory direction. Adults can learn language like children, just that they don’t and probably will not. Not a satisfying answer? Sorry.

As it stands, the most difficult part of languages to learn are colours. Not kidding, colours are actually really really hard to learn in a foreign language. For example English only has green and blue, but most other languages include a word that describes both as the same colour: grue. Other languages, like Japanese, include all three: blue, green, and grue. Defining word semantic boundaries is subtle and nearly impossible to translate.

Aside from colours, the most debated aspect of learning a language is grammar. Some linguists still claim that perfect grammar cannot be learned outside of the critical age. This would be an interesting claim if it weren’t that nobody learns grammar until middle school. So, counter to the claims of this theory, most native speakers learn grammar outside of the critical age.

However, this leaves us with a different and difficult question: why do second language learners struggle so much? Similarly, why do bilingual children do so well in both languages? My personal theory here is that adults learn to translate but children learn to speak.

Throughout my personal foreign language studies I have spoken with a number of students and teachers who describe this situation exactly. First I tried learning to translate with Spanish. To this day I can’t say that I speak a single word of Spanish. I spent roughly eight years, some of them in the critical language period, studying Spanish in a classroom setting. Then in the last two years of high school I started learning Japanese just by listening to it. By measure of the Japanese Language Proficiency Test, my listening score has been without flaw for tests up to the N2 level.

So, how did it feel learning two foreign languages? First, for Spanish, I learned a mapping of translated English words. Dog is perro. Cheese is queso. Run is corro. I rarely, if ever, heard full sentences of spoken Spanish in the classroom. Compare that to the roughly 3000 hours of listening to Japanese. It should be obvious what the difference is here. Adults don’t lack in learning effort. They lack in learning quality.

Exposure is key. Making associations, between what you hear and what you see, are the fundamental building block of native language. Without this experience, nobody, however intelligent, will learn the language. Age is irrelevant. Coddling is everything.

https://hackernoon.com/language-learning-as-adults-is-not-so-different-than-as-a-child-6bfc6d8243b6

[maryanntorreson]

6 Ways Learning A Language As An Adult Is Different Than Learning It In School

Learning a language as an adult means you’re starting out with a built-in disadvantage. If you’ve graduated elementary school, you’ve pretty much already peaked as a language learner, right?

Actually, you might be better off in a number of ways. Despite the conventional wisdom about adult language learning, a good deal of contemporary researchers are challenging the notion that children are naturally better at picking up new languages. And that’s to say nothing about the context, motivation and available technology that can come to your aid as an adult learner.

It’s the internet age, and we’re not in Señora Smith’s Spanish II class anymore. Here are a few differences you can expect to encounter between K-12 language education and self-directed study. As it so happens, the odds are ever in your favor.

How Learning A Language As An Adult Is Just…Different

1. Believe it or not, you might have a cognitive advantage.

For a long time, the prevailing consensus on language learning was that language acquisition ability is intrinsically tied to brain development stages.

Psycholinguist Eric Lenneberg’s Critical Period Hypothesis argued that a “critical period” exists for language learning, and that such ability naturally drops off after puberty due to the completion of lateralization, which is when language skills become fully localized in the brain’s left hemisphere.

However, many modern researchers are positing a different hypothesis. Trinity College professor David Singleton frequently criticizes the Critical Period Hypothesis, arguing that there is no substantial evidence to suggest that such a “critical period” exists.

Recent studies have found that adults may actually outperform children in terms of how quickly they pick up new languages (think about it — children spend years mastering simple vocabulary and syntax before they can produce anything complex or intelligible). Additionally, adults already have an understanding of grammar that is more easily transferred to grammatically correct speech in other languages. The one area where children maintain an advantage is pronunciation, but that has little bearing on actual fluency.

2. You’re actually interested in what you’re learning this time.

This might be a presumptuous thing to say. Maybe you were really motivated to learn French in fourth grade! But there’s a difference between learning something because you have to and learning something because you want to.

This sounds fairly self-evident, but it’s worth mentioning that there’s research to support this. A 1968 study published in the journal Psychonomic Science found that motivation had a measurable effect on long-term memory recall, as long as the test subjects were motivated prior to or during the actual learning of the information.

It seems safe to assume that if you’re learning a language as an adult, the motivation already lies within.

3. You probably already have a foundation to draw from.

If you’re like most people who grew up in the United States, you probably have at least a year or two of Spanish or French under your belt. You might think you’ve forgotten everything you learned in middle school, but you know what they say about riding bikes.

Indeed, the repetitive learning of classroom settings is often successful at lodging information in your long-term memory, and you might be surprised by how easily a lot of it comes back once you start engaging with the language again.

And even if you choose to study an entirely different language, your language-learning capacity is a dormant muscle that can easily be reactivated with the right kind of app or software.

4. You can focus on what you want — and need — to know.

Maybe it’s good in theory if “I like bears” can easily roll off your tongue, but let’s be real. Most of us would rather learn how to flirt, curse, or order our favorite drink first.

In this way, learning a language as an adult can actually be a lot more like the “native learning” that children experience. You can bypass the stiff, overly theoretical sentence construction if you want to, and you can prioritize your learning on a need-to-know basis. Not only are you more likely to speak like a real local — you’re also more likely to feel confident about striking up a conversation with one.

5. Learning happens on your own time.

Maybe it’s harder to find the time to learn a new language when it’s not already built into your schedule, but with great freedom comes great responsibility. You’re a lot more likely to enjoy something that happens on your own terms, anyway.

Self-directed study differs from classroom learning in another very important sense: there’s no adult around to call the shots and make sure you’re doing your homework. Some people might flounder without this structure, but this just gives you more reason to build it into your schedule (and in a way that’s convenient for you).

Fortunately, though, modern technology makes it possible to simultaneously take your learning into your own hands, as well as benefit from an organized information delivery system. Which brings us to our last point.

6. App-based learning has changed the game entirely.

With apps like Babbel, you can learn languages on the go (during your morning commute, even).

In addition to being convenient, Babbel is also backed by technology designed for real people, as well as lessons that were developed by professional linguists. You choose where and when you want to learn. Babbel then delivers the information to you in a way that gels with cognitive science to ensure you retain what you learn and, more importantly, feel comfortable having a conversation in no time.

The post 6 Ways Learning A Language As An Adult Is Different Than Learning It In School appeared first on Babbel.

6 Ways Learning A Language As An Adult Is Different Than Learning It In School published first on https://premiumedusite.tumblr.com/rss

[thegooss]

lengua materna

La lengua materna o la lengua materna es quizás la cosa más favorita de cualquier persona. La cuestión del lenguaje ha resultado en muchos conflictos y descontento. El principal ejemplo de tal descontento es el Movimiento de la Lengua de 1952 en Bangladesh. Por otro lado no podemos vivir en aislamiento. Tenemos que estar en contacto con los hablantes de otros idiomas. Se considera que Bangladesh es un país monolingüe en el que más del 98% de la población es hablante de lengua bangla. Sin embargo, hay más de diez idiomas en un país tan pequeño como Bangladesh. Monipuri, Urdu, Chakma, Santali, Garo, Rakhain, Tipra- son solo algunos de los otros idiomas presentes en Bangladesh o sus funciones del lenguaje.

Lo interesante es que el urdu es un idioma indoeuropeo pero escrito en escritura árabe, Santali pertenece a la familia de idiomas Mono-Khemar, mientras que Chakma pertenece al grupo de idiomas chino-barmés. Entonces, aunque Bangladesh es a menudo representado como un país de unidad lingüística basado en el lenguaje Bangla, en realidad tiene una notable diversidad lingüística. Para comunicarnos con los hablantes de otros idiomas, necesitamos conocer su idioma o comunicarnos en una Lingua-Franca que sea comprensible para los dos.

Hoy, el mundo se ha convertido en una aldea global. Gracias al avance del sistema de comunicación y la tecnología. Cada país depende de otros para el comercio y el comercio, la educación, la política, etc. Como resultado, tenemos que comunicarnos constantemente con otros países y con hablantes de otros idiomas. Los países del tercer mundo como Bangladesh tienen que depender de la ayuda extranjera porque no son autosuficientes. Como resultado, muchos extranjeros vienen a Bangladesh. Un tercer factor es el factor de la religión. El lenguaje sagrado de los musulmanes es el árabe, el sánscrito para los hindúes, el pali para los budistas y el latín para los cristianos.

Todos estos factores nos recuerdan la necesidad de aprender otro idioma además de nuestra lengua materna. De acuerdo con esta realidad, muchos países del mundo han adoptado una lengua europea como segunda lengua que se utiliza a menudo en la educación, el tribunal de justicia, las actividades económicas y las obras gubernamentales. Estos idiomas tienen la mayoría de las veces el estatus oficial en la constitución de esos países. Muchos de los casos los países han adoptado el lenguaje de sus antiguos gobernantes coloniales como segundo idioma. A veces estos idiomas también se llaman idioma oficial. En muchos países africanos podemos ver esta imagen. Por otro lado, algunas lenguas europeas se han vuelto muy importantes en el mundo para fines literarios y económicos. Por ejemplo, se considera que el alemán y el francés son idiomas importantes del mundo porque ambos tienen literatura influyente y aspectos económicos asociados a ellos.

Por ejemplo, muchas personas en nuestro país están interesadas en aprender francés porque puede ayudarles a obtener empleos de la ONU y empleos en compañías multinacionales. Otra motivación atractiva para aprender francés en Bangladesh es que puede ayudarnos a emigrar a Canadá, ya que la habilidad en el idioma francés le da a una persona algunos puntos adicionales en el sistema de puntos de la inmigración canadiense.

El título de mi investigación es "Estado del inglés en Bangladesh: ¿Segunda lengua o lengua extranjera?" He seleccionado este tema porque, desde el punto de vista sociolingüístico, el estado del inglés es muy interesante. Por un lado, el idioma inglés está predominantemente presente en todos los aspectos de nuestra vida nacional, mientras que, por otro lado, en nuestra constitución se declara claramente que el idioma del país es Bangla. De hecho, no se dice nada sobre el estado del idioma inglés en nuestra constitución. Por un lado, las actividades económicas en las empresas privadas se llevan a cabo en inglés, mientras que existe una ley gubernamental (Bangla procholon ain1987) que las oficinas gubernamentales deben utilizar Bangla en sus trabajos oficiales. Entonces, desde el punto de vista del gobierno, Bangla es el idioma oficial nacional de Bangladesh y el inglés es el idioma extranjero más importante. Pero en realidad el inglés es el segundo idioma del país y en muchos lugares, el inglés es más importante que Bangla en Bangladesh.

Segundo lenguaje:

Un segundo idioma es cualquier idioma que no sea el idioma original o nativo aprendido; Normalmente se utiliza por razones geográficas o sociales. El término debe distinguirse de la lengua extranjera; El lingüista Eric Lenneberg usa una segunda lengua en su hipótesis del período crítico para referirse a una lengua aprendida o utilizada conscientemente por su hablante después de la pubertad. En la mayoría de los casos, las personas nunca alcanzan el mismo nivel de fluidez y comprensión en sus segundos idiomas como en su primer idioma.

Históricamente en Europa, la segunda lengua más utilizada (o lingua franca) era el latín. Fue utilizado por la Iglesia; por la Ley (como sigue siendo hoy); en Medicina (comenzando mucho más tarde); Horticultura y clasificación biológica de plantas, animales, frutas, frutos secos, etc.

El latín se usaba tanto en toda Europa que se llamaba vulgar (o lengua común); Por eso la versión latina de la B.

[becanost-blog]

PERIODO CRÍTICO

Eric H. Lenneberg, piensa que el lenguaje tiene una base biológica; existe en la infancia un periodo critico en que se desarrollan las facultades neurológicas que permiten aprender el lenguaje. El periodo critico propone que si no se dan ciertas condiciones internas o externas relacionadas con el desarrollo lingüístico, un niño nunca podrá aprender a hablar

Lenneberg noto que, después de la pubertad, el cerebro pierde plasticidad porque sus funciones especiales se vuelven permanentes. Lenneberg pensaba que el lenguaje nunca formará parte de las funciones cerebrales si no lo hace en esa etapa.

En los pocos casos conocidos de niños que han sufrido un severo aislamiento, su desarrollo se ve retrasado en habilidades cognoscitivas, sociales y lingüisticas.

Los niños aprenden el lenguaje mediante varios métodos. Aprender un idioma significa aprender las reglas de las combinaciones de sonidos, el significado de las palabras, la estructura de la oración y los patrones de interacción. Se necesita oír a los adultos hablar el idioma para aprenderlo, pero sus primeros intentos de hablar no son una imitación de los patrones de ellos. 

Los adultos refuerzan la conducta lingüística global del niño, pero ellos construyen las reglas de su gramática generando una serie de hipótesis sobre como se combinan los sonidos para formar palabras o como las palabras se unen para formar frases.

Inicio | Índice

[huuvinhp]

New Post has been published on THIẾT BỊ KHOA HỌC CÔNG NGHỆ

New Post has been published on http://thietbikhoahoccongnghe.com.vn/ngon-ngu-hoc-sinh-hoc-phan-1.html

Ngôn ngữ học sinh học - Phần 1

Sinh học học là nghiên cứu về sinh học và sự tiến hóa của ngôn ngữ. Đây là lĩnh vực có tính liên ngành cao, bao gồm ngôn ngữ học, nhà sinh vật học, nhà thần kinh học, nhà tâm lý học, nhà toán học và những người khác. Bằng cách chuyển trọng tâm của việc nghiên cứu ngôn ngữ học tới một chương trình toàn diện bao gồm các khoa học tự nhiên, nó sẽ tạo ra một khuôn khổ để chúng ta có thể hiểu các nguyên tắc cơ bản của khoa ngôn ngữ.

Nguồn gốc Quan điểm sinh học đã bắt đầu hình thành vào giữa thế kỷ XX, trong số các nhà ngôn ngữ học chịu ảnh hưởng bởi sự phát triển của sinh học và toán học. Các nền tảng sinh học sinh học của Eric Lenneberg vẫn là một tài liệu cơ bản của lĩnh vực này . Năm 1974, Massimo Piattelli-Palmarini tổ chức hội nghị sinh học đầu tiên, đưa các nhà sinh học tiến hóa, các nhà thần kinh học, nhà ngôn ngữ học và những người khác quan tâm đến sự phát triển của ngôn ngữ trong cá nhân, nguồn gốc và tiến hóa.

Sự phát triển  Các nghiên cứu gần đây về ngôn ngữ học lý thuyết và nghiên cứu nhận thức ở MIT đã xây dựng ngôn ngữ con người như là một hệ thống đặc trưng của loài không cao. Đóng góp mới nhất của Noam Chomsky vào việc nghiên cứu về cái trí nói chung và ngôn ngữ nói riêng là cách tiếp cận tối giản của ông đối với các đại diện cú pháp. Nỗ lực này để hiểu bao nhiêu của một ngôn ngữ có thể được đưa ra một lời giải thích nguyên tắc đã dẫn đến Chương trình tối giản. Trong cú pháp, các từ vựng được kết hợp từ bên ngoài, xây dựng các đại diện đối số; tiếp theo, hợp nhất nội bộ sẽ tạo ra chuyển động và tạo ra cấu trúc cấu thành, nơi mỗi phần là một phần của một đơn vị lớn hơn. Cơ chế này cho phép mọi người kết hợp các từ vào chuỗi vô hạn. Nếu điều này là đúng, thì mục tiêu của các nhà sinh học học là tìm ra càng nhiều càng tốt về các nguyên tắc đệ quy cơ bản tiềm ẩn.

[taparolepourlamienne]

Snow

En linguistique et en anthropologie, l'hypothèse de Sapir-Whorf (HSW) soutient que les représentations mentales dépendent des catégories linguistiques, autrement dit que la façon dont on perçoit le monde dépend du langage.

Cette forme de relativisme culturel et de déterminisme linguistique a été développée par l'anthropologue américain Edward Sapir puis défendue de façon radicale par son élève, Benjamin Lee Whorf. 

Telle que formulée par ces auteurs, il ne s'agit pas à proprement parler d'une hypothèse scientifique mais plutôt d'une vision générale du rôle du langage dans la pensée que Whorf illustra à travers l'exemple de la « langue esquimau » qui disposerait, selon lui, de trois mots pour désigner la neige là où l'anglais n'en aurait qu'un seul (snow) si bien que « pour un esquimau, ce terme générique [snow] serait pratiquement impensable »

Cette thèse est au cœur d'une importante controverse de l'histoire de l'anthropologie cognitive : au début des années 1960, les psychologues Roger Brown et Eric Lenneberg ont entrepris de véritablement tester l'hypothèse Sapir-Whorf à partir d'observations expérimentales et montrèrent que le lexique des couleurs semblait avoir une influence réelle sur la perception et la mémoire de celles-ci par des locuteurs parlant des langues différentes. 

Finalement, une étude à large échelle comparant les termes de couleurs dans plusieurs dizaines de langues menée par les anthropologues Brent Berlin et Paul Kay tendit à invalider l'hypothèse Sapir-Whorf : montrant l'organisation hiérarchique quasi universelle du lexique des couleurs, ils conclurent à l'inverse que c'était l'organisation des catégories mentales qui déterminait les catégories linguistiques. 

Bien que rejetée dans sa version radicale, la thèse de Sapir-Whorf a toutefois rencontré un regain d'intérêt à la fin du xxe siècle dans le cadre des travaux expérimentaux montrant que le langage pouvait bel et bien avoir un effet, parfois faible mais néanmoins mesurable, sur la perception et la représentation de l'espace, du temps, des émotions...

La thèse de Sapir est exposée dans cet extrait souvent cité :

« Le fait est que la "réalité" est, dans une grande mesure, inconsciemment construite à partir des habitudes linguistiques du groupe. Deux langues ne sont jamais suffisamment semblables pour être considérées comme représentant la même réalité sociale. Les mondes où vivent des sociétés différentes sont des mondes distincts, pas simplement le même monde avec d'autres étiquettes. »

— Détrie, Siblot, Vérine, 5

[poeticmindfulness]

Disproof the perquisites for CPH to become a theory Part 2

Disproof the perquisites for CPH to become a theory Part 2

2. In support of the hypothesis on critical period, there must be a clear and fixed critical period in the course of individual development. Lenneberg (1967) found that patients with aphasia showed different degrees of recovery; and all these occurred before puberty. So he inferred that a critical period exists from infancy to puberty. Johnson and Newport (1989) did not think that a critical…

[poeticmindfulness]

The Formation of Parental Belief

The Formation of Parental Belief

Most of the papers about the effect of parental belief on childhood English learning emphasize the interconnection of the parent’s background, parental belief, and the children’s motivation and attitude toward English learning. However, rarely papers deal with the formation of parental belief on children’s English learning or explore the primary factors affecting the parental belief in…

[poeticmindfulness]

A Hypothesis Has No Legs

A Hypothesis Has No Legs

Lenneberg inferred that there exists also a critical period for learning a second language. He believed that young learners possess better language-learning capacity than old learners. After puberty, the capacity for language learning will decline.

However, there is no actual proof presented in Lenneberg’s literature to buttress the inference about the existence of a critical period in the…

[specgram]

Happy Birthday!

Today is Eric Lenneberg’s birthday—to celebrate, debate evidence for a critical period during which linguists acquire theories of innateness

[specgram]

Happy Birthday!

Today is Eric Lenneberg’s birthday—to celebrate, debate evidence for a critical period during which linguists acquire theories of innateness

[specgram]

Happy Birthday!

Today is Eric Lenneberg’s birthday—to celebrate, debate evidence for a critical period during which linguists acquire theories of innateness

[poeticmindfulness]

The Sooner The Better for Childhood Foreign Language Learning

The Sooner The Better for Childhood Foreign Language Learning

Concerning the pros and cons of “the sooner the better for childhood foreign language learning”, I sort the literature into the classification presented as follows.

Pros for “the sooner the better for childhood foreign language learning”

ReasonExplanation 1. existence of a critical period for the learning of a foreign language 1. In 1967, Eric Lenneberg proposed the hypothesis of a critical…