Language Acquisition and Development: Theories and Competence

Competència

Horrocks, 1987: «the speaker's internalised knowledge of his language, his tacit or unconscious knowledge of the system of rules and principles which underlies his capacity to speak and understand the language of his speech community» La projecció, de nou. (Chomsky, 1969): «the child constructs this ideal theory without explicit instruction, [...] he acquires this knowledge at a time when he is not capable of complex intellectual achievements in many other domains, and [...] this achievement is relatively independent of intelligence or the particular course of experience.

Language Acquisition Device

Chomsky, 1965: «This device takes as input the kind of data used by the child who acquires the language and gives as output the grammar which is internally represented by the child in some way, and which expresses his implicit knowledge»

Matisant el LAD

Goodluck, 1991: «In some areas of grammar, universal grammar will allow a limited range of options from which languages 'pick'. An elementary example is basic word order. Languages either have relatively free order or choose one of a small number of basic word order for the order of subject, verb and object. [...] part of the child's task is to work out which particular parameter settings are correct for her language» Teories biològiques.Wexler (1982): Qualsevol nin normal aprèn a parlar la llengua de la seva comunitat. L'estadi final és la representació lingüística adulta. El procés és ràpid i fàcil per al nin. La maduració neurològica. (Felix, 1991, Braine, 1994): És el calendari de maduració de les estructures del sistema nerviós central allò que explica l'accés a noves competències lingüístiques i el desenvolupament del llenguatge . Primitius semàntics (Wierzbicka, 1996): «conceptual primitives can be found through in- depth analysis of any natural language; but also [...] the set of primitives identified in this way would “match”, and [...] in fact each such set is just one language-specific manifestation of a universal set of fundamental human concepts». Bad – wicked, evil. Evil – morally bad, wicked To offend – to do wrong. Primitius semàntics i desenvolupament. (Bruner, 1990): «There are certain classes of meaning to which human beings are innately tuned and for which they actively search. Prior to language, these exist in primitive form as protolinguistic representations of the world whose full realization depends upon the cultural tool of language»