Білім беру бағдарламасына арналған торм 5206 тілдерді оқытудағы психологиялық МӘселелер пәні бойынша лекция тезистерінің жинағы

In recent years it has become quite clear that language functioning extends well beyond cognitive thought and memory structure. Here we see the second, social constructivist emphasis of the functional perspective. Holzman (1984), in her "reciprocal model" of language develop­ment, proposed that "a reciprocal behavioral system operates between the language-developing infant-child and the competent [adult] language user in a socializing-teaching-nurturing role." Some research (Berko-Gleason 1988, Lock 1991) looked at the interaction between the child's language acquisition and the learning of how social systems operate in human behavior. Other investigations (for example, Budwig 1995, Kuczaj 1984) of child language centered on one of the thorniest areas of linguistic research: the function of language in discourse. Since language is used for interactive communication, it is only fitting that one study the commu­nicative functions of language: What do children know and learn about talking with others? about connected pieces of discourse (relations between sentences)? the interaction between hearer and speaker? conver­sational cues? Within such a perspective, the very heart of language—its communicative and pragmatic function—is being tackled in all its vari­ability.

Of interest in this genre of research is the renewed interest in the per­formance level of language. All those overt responses that were so carefully observed by structuralists and hastily weeded out as "performance vari­ables" by generative linguists in their zeal to get at competence have now returned to the forefront. Hesitations, pauses, backtracking, and the like are indeed significant conversational cues. Even some of the contextual cate­gories described by—of all people—Skinner, in Verbal Behavior, turn out to be relevant! The linguist can no longer deal with abstract, formal rules without dealing with all those minutiae of day-to-day performance that were previously set aside in a search for systematicity.

The Social-biological theory

The basic content of social-biological theory is that a child, possessing an innate ability to symbolize (including language), and receiving from adult material of a language, "recycles" it, and with the development actively and independently acquire successive systems "childish" language, gradually bringing them closer to the adults’ linguistic system.

Child must have a certain level of formation (maturation) of the nervous system (central and peripheral), sufficient for language acquisition at concrete stage of development. Herewith the following regularity of ontogenesis must be taken into consideration: development as a social phenomenon (in particular, the process of socialization) leads biological maturation. It is known that many brain structures in humans are finally formed only at the time of "early adulthood" (approximately till the age of 21). However, a person takes possession of the language (all of its forms), much earlier than this age, namely: the "nucleus" of oral and the kinetic language at three years, "nucleus" of writing language at the age from eight to ten years. We should not forget that language acquisition requires maturation of well-defined structures of the nervous system and the establishment of certain relationships between them. This situation is confirmed, in particular, different forms of pathology of the nervous system. For example, many children with cerebral paralysis master language as a sign system, although usually have articular disorders, sometimes heavy.

In addition, child’s peripheral articular and hearing apparatus should be formed, which allows him to speak and understand directed speech. However, even with significant deformation of the peripheral articular apparatus, the child learns language as a sign system (in this case child expressed disturbances usually occur sound pronunciation and prosody). It is otherwise happens in violation of auditory function. Moderate and severe hearing loss naturally leads to abnormal development of all components of language: not only the phonetic and phonemic, but also semantic and syntactic, lexical, morphological and morph-syntax.

Of course, language learning is largely due to the mastery of the culture (spiritual and material), and above all - of the people whose language child learns. As mentioned above, especially ethnic cultures, countries define certain features of the language.

Necessary condition for language acquisition – is the ability and need to communicate. It is known that children with autism who have extremely limited ability mentioned above develop abnormally, because of this they do not master language at all, or acquire language usually with significant disabilities.

It has been said that child must possess an innate ability to symbolize, also in the language area.

In order to acquire language, the child must receive correct patterns of surrounding speech. Also verbal behavior of surrounding people should be correct: paying attention to child’s speech, providing them with an unobtrusive aid in the production of statements, the approval of desire to verbal communication, tactical error correction in speech, etc. Especially we must mention the desire of adults to supplement children’s vocabulary. Usually adults surrounding child supplement his vocabulary by so-called nominative vocabulary, by "subjective" words ("Say: home, rooster, machine, male, shoes"), leaving the "aside" predicative words (verbs, adjectives, adverbs, prepositions, etc.). In the center of separate statement, as we know, is a predicate, in the expanded utterance (text) - the system of predicates. Therefore, these words should take the main place in the child’s vocabulary.

Finally, one of the most important conditions for language acquisition - is a favorable social environment in which child lives: benevolent attitude toward child, desire to communicate with child, proper education and training. In communication the most important role is given to mother.

After analyzing psycholinguistic research works we distinguished three main stages of native language acquisition: