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cognitive-functionalism approach - Coggle Diagram
cognitive-functionalism approach
language is an instrument of
communication
People use language to:
share information
ask questions
make promises
direct other's actions
express feelings
functions of language
interrogatives=
gain
information
imperatives=
command
others to do things
"this: and "that" to
interact
with others - without sharing context we would not need context bound words
Michael Tomasello
proposes a usage-based theory of lang acquisition which states that children come to the process of language acquisition because of their
need to communicate various functional needs
around one year of age
, equipped with 2 sets of cognitive skills which allow them to learn language
SKILL:
Intention reading
have innate ability to understand the goals or intentions of mature speakers when they use language to achieve social ends.
use this understanding to learn linguistic conventions
SKILL:
Pattern finding
born with ability to find patterns
must find these patterns in language they hear to create abstract linguistic schemas or constructions so they produce own utterances
pattern finding involves other cognitive processes like categorisation, analogy, problem solving and analysis.
Key ideas
children LEARN language through meaningful use in social interactions
focuses on how linguistic knowledge emerges from cognitive processes, social interactions and
frequent use
of language
children acquire language by understanding intentions behind others communication
through
repeated exposure,
they notice regularities in grammar, word combinations and sentence structures
lang is learnt by
using it
in real life
lang development is tied to
social interaction and communication
lang not viewed as result of a specific innate module (Chomsky's LAD) but as
emerging
from these broader cognitive abilities
language learning is incremental based on experience and repeated exposure to linguistic input
Evidence of problem solving/ pattern recognition
virtuous errors
over/underextensions
Criticisms
cannot explain more complex grammatical constructions, such as those involving two verbs and syntactic embedding
does not deal with the 'poverty of the stimulus'
SUPPORT FOR:
Jim and genie case
cognitive approach
social interaction approach
Halliday's key features