Linguistic Development Research Paper (Page 30 of 37) in pdf

11 DEVELOPMENTAL THEORIES

This emphasis on stimuli which occur in the pre-linguistic period that give rise language acquisition,

such as gestures, facial expressions etc was known as the “interactionist approach.” The interaction-

ist approach moves the emphasis away grammatical competence to the study of understanding and

communication. Much research was performed on the relationship between language and cognition

and between language and social interaction.

11.2

Social Theories Of Development

Lev Vygotsky’s theory of the relation between language and thought states that during the pre-

linguistic period (up to 2 ; 0 ) language and thought are not linked in any way. The forms of expression

used by the child are Crying, Cooing, Babbling, and Echolalia and are devoid of thought. Likewise

there is thought which is not mediated via language, which is to say that it is pre-verbal. Examples

include sensori-motor intelligence, perception and emotion. Vygotsky said that at age 2 there is a

crucial moment when prelinguistic thought and pre-intellectual language “meet and join to initiate

a new kind of behavior . . . thought becomes verbal and speech rational”

[Vyg62]

He was of the opinion that between the ages of 2 and 7 language serves two purposes. First to

monitor and guide thought and second to express the results of thought. He also said that at that

age a child is not able to distinguish the diﬀerence between these two functions. Consequently the

child is unable to distinguish between speech for the self and speech for others.

Piaget called speech for the self autistic speech and speech for others socialized. He felt that about

the age of 7 when concrete operational thought begins to be used, the child is able to restrict its overt

language to the purposes of communication. At that point the function of language is internalized

as verbal thought and speech. Piaget thought that prior to age 7 external speech is egocentric in

that it is like a running commentary on the behavior of the child. When that stops at 7 he felt

that the language was now more socially oriented or socialized, since it now serves the purpose of

communicating concepts and thought to others.

Vygotsky diﬀered on this point. He thought that at the stage when egocentric speech seemed to

disappearing it was becoming very unlike social speech. He therefore concluded that it was not being

eradicated or suppressed at all, it serves a similar purpose to internal speech. It does not merely

accompany the child’s activity, but orients and guides their thoughts. It also helps them to overcome

diﬃculties. It is speech for oneself and is intimately and usefully connected with thought. In the end

it becomes internalized (not suppressed). Adults at times can be heard “thinking out loud” when

their purposes have been thwarted or they face a diﬃcult problem. They might use phrases such as:

“Now where did I put that hammer?” or

“Now what do I do?”

They might do this when they are alone in particular.

The diﬀerence in emphasis between Piaget and Vygotsky is summarized below:

Piaget Autistic speech

egocentric speech

socialized speech

Linguistic Development Research Paper Page 30