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Language Theories - Coggle Diagram

- - - - Unknown how we are able to act creatively, although we know the principles that make it possible for us to behave in our normal creative fashion.
      - We have a science forming capacity that provides the possibility of creating explanatory theories.
        
        The mind is not a uniform system, it is a highly differentiated system. Music composition and language, for instance.
  - - - There are some factors that may be selected, such as brain size.
- - - - The skill-building hypothesis: first you learn phonics, vocabulary, and grammar and then you can use language- that is incorrect. That is not the way we acquire language or related skills.
      - Not only should skill building be interesting for students, but it also needs to be compelling.
    - - Intensive systematic phonics: teach the students all the phonics rules in a strict order. Which has later to be found is only beneficial when students are asked to read isolated words from a list.
      - Reading comprehension comes from reading itself. Most phonics rules are the result of knowing how to read.
- - - - Pinker uses Ferdinand De Saussure's idea of meaning and sound association being memorized such as Krashen's idea that through reading students gain phonological knowledge.
      - Pinker agrees with Chomsky that sentences are not just a chain of words, but phrases which are grouped into sentences (transformations).
  - - - Chomsky focuses mostly on the distinctively human capacity, especially for language. Because we are preprogrammed, this allows for creativity.
      - Krashen focuses mostly on phonics and the importance of literature for language development. He also gives insight into how to support those in poverty; relieve poverty and education will follow.
      - Pinker focuses mostly on language and the ways we acquire language as well as the systematic way our brains are set for language. He also goes into detail about what language is: words, rules, and interfaces.