Theories of Communication and Language Acquisition

Theories of Communication and Language eruditenessNatalie UlugnIntroductionWhat is colloquy?harmonize to Buckley ( ) conference is the delivery of information from one person to a nonher(prenominal) whereby the intended meaning is understood. Communication is a multi-faceted feature that enables humans to identify with their own socio-emotional world and its coincidence to others. Communication requires motivation and auditory edgeing competency. Moreover, the ability to understand and convey messages some(prenominal) literally and non-verbally white plague sensori-motor skills. Buckley ( ) suggests communication skills normally gravel from birth by other(a) maternal interaction and evolve through the experience of play. However, communication is complex and relies on intrinsic and extrinsic factors for development this burn down result in some infants not developing the necessary skills for communication. This essay will discuss the processes involved in both the devel opment and deficiency of communication skills in young clawren and its effect on their emotional and cognitive development. Particular significance to the role of play in in this development will be defined and evaluated.The ability to communicate effectively is all important(p) to human social interaction. Further more than, communication skills provide the basis for undefeated edification, kindreds and the participation in the wider community (miller et al). The two modes of communication are verbal and non-verbal. Bruce (2005) suggests up to 85% of our communication is non-verbal which includes all non- m offh means of communication such as gestures, body verbiage, expression and sign. Verbal communication uses spoken run-in to convey information. The human brain, central nervous system, physical articulators and ears are required to produce speech. If all one area has a deficit it will fuck off an effect on speech development. fit to Kahim(1998)cites (asha 1983) communi cation using phrase requires the comprehension of social interrelations. These can include complex modes such as motivation, tacit clues and social and cultural rules. Buckley () suggests language is a symbolic mode of communication governed by grammatic and social rules .These rules not only encompass semantics, syntax and phonology but also the contextual considerations of language such as sarcasm, politeness strategies referred to as pragmatics (Bloom and Lahey 1978). In view of such intricacies de Boysson-Bardies( 1999) affirms the acquisition of language moldiness be genetically encoded and exclusive to human beings. This is a nativist approach to language acquisition which was embraced by Noam Chomsky.Theories of language acquisitionChomsky (1959) proposed that kidskinren have an innate ability to learn language through a language acquisition device. According to Chomsky (1965) the brain is hard wired through genomes to understand a spoken language. He suggests the L.A.D is situated within the auditory cortex. It has also been suggested by Lenneberg (1967) that if language is not acquired by puberty it can never be learnt. This suggests that the ability to learn languages is genetically acquired through synapse connection in the brain and moreover has a critical period to stimulate its development (Schwartz 2009).The interactionist approach suggests language acquisition is a process influenced by environmental and nativist elements. Vygotsky and Bruner held the view that a churl needs interaction with others to support language learning. This is known as LASS Language acquisition support system.Conversely traditional behaviourists theory of language acquisition suggests youngsterren acquire language through conditions and reinforcement. This is bear witness through observation of a new-born and mother. The new borns motivation for communication is rewarded by the mothers interaction.Crystal (1986) argues that children do not simply imitate adults or older children when acquiring language this is evidenced by the new and incomplete speech that children develop as a result of put throughing grammatical rules or possessing inadequate vocabulary. This is evidenced in the following case studies.The processes involved in development of effective communicationVerbal and non verbal language developmentPrimarily, early communication is an expression of need ( Crystal). If an infants pre-linguistic vocalisations are rewarded by their needs being met they quickly learn the advantages of communication. Furthermore, an infant needs a warm and affectionate relationship with their caregiver in order to initiate communication. Ferroni et al (2002) demonstrated that early non-verbal communication such as eye gazing contributes to the development of facial decoding and the theory of mind. Theory of mind is a cognitive ability to decode nonverbal communication, deduce the emotional states of others using intuition and cues, as well as intelle ctual a situation from different perspectives. According to Goldberg and Burdick( ) Theory of Mind deficits are caused by cognitive dysfunction and are present in neuropsychological conditions such as Bipolar euthymic and ASD spectrum disorders. This suggests a correlativity among nonverbal communication impairment and future social cognitive development.Nonverbal communication continues to develop on base verbal communication in neurotypical children. According to Elks and McLachlan (2001) the most important process in verbal communication is concentration, listening skills and memory recall.From four months a baby develops strength in their tongue and the in trim of one hundred jaw muscles needed to produce phonology. (Crystal ) begin babbling, the head and neck growth cease vocal chords to sit in correct position for speech consistant with an adult . This suggest there is a biological reason why a baby does not produce speech until ten months.10-12 monthsAccording to ( Volk mar) (Capone )as a child begins using gestures and pointing to objects they will acquire the symbolic language that represents the object however this is not always the case for children diagnosed with ASD. According to Baron- Cohen () young children diagnosed with ASD do not use pointing gesture to request optical attention in the same manner as neurotypical children, inasmuch as a child with ASD can deficiency motivation for conversation.Communication chainElks and McLachlen (2008) highlight the complexity of language and communication by categorising the processes in back-to-back order this is referred to as the Communication Chain. The metaphoric chain depicts the interdependence of each process involved in order to achieve effective communication. If there is a deficiency in any of these processes it will have an overall detrimental effect upon language acquisition and communication. The process begins with the motivation or reason to tell followed by choosing the correct s emantics, syntax and phonology. The next stage involves the physicality of speech production, motor sensory instructions to the articulators which include the muscles, jaw and tongue. The production of sound then the delivery of pragmatic speech. Interestingly, the mindfulness or egotism monitoring of the appropriateness of the speech occurs after delivery. Thus implying that to self-monitor before you have an idea does not chance upon place although it does prior to a response. Children diagnosed with ASD often have a deficit in understanding pragmatics of a language and can appear rude or their conversation inappropriate (Buckley). According to Volkmar et al ( )they equally lack ability to self-monitor, maintain eye contact and understand non-verbal cues which are the next phases this is a authentic part of the communication chain.Role of play in language development According to Russell (2006) philosophers and scholars have assay theorise play and provide definitions. The e xample by Hugh (199616) expresses the fundamental elements of playfreely chosen, personally enjoin and intrinsically motivated.Frost et al (2005) suggests psychoanalytical theories of play involve a child acting out previous experiences that may have been caused trauma or fear. Or perhaps an emotion that would not be ordinarily accepted.Other theories of play hereThe EYFS Statutory framework (2008 suggested that play is vital to a childs development play should be supported by adults but led by the child thus promoting self-confidence, task solving and social skills. Goouch (2006) adds, child led play promotes self-esteem and reinforces a childs identity particulary the complex number play. According to ( )play supports children to understand speech. Williamson and Silvern (1984) suggests when young children act out a story they demonstrate improved memory and comprehension of the story ( ) suggests language impairment and deficits in imaginary play occur concomitantly.Hughs (201 0) notes the similarities between language development and play inasmuch as the required skills for imaginary or symbolic play are likened to the ability to interpret the world through mental representation. Observations were made of a young child actively playing alone commenting on his play activity.Vygotsky, cited in Britton (1994260) refers to this as oral communication for oneself. This gradually diminishes as the child ages and eventually this process becomes internal thought. This process of internalised language is essential for problem solving, reasoning and abstract thinking skills. Concluding that the inability to internalise language would have a negative impact on cognitive development (Miller et al 2013 ).According to Buckley () adult interaction is essential to develop language skills particularly reciprocal conversation aimed at the level of the childs ability such as motherese or child directed speech. Evidence for ( ) suggest the pauses and intonation of motherese assists children to understand language syntactically .Somoa argues there is no difference in language aquistion in families not practising parentese ( the east) .A childs socio-emotional development depends on their command of language (Miller). Early infant and carer interaction is essential for all areas of a childs development. As a childs language develops they go from talking in the present tense and progressively to the past and future tense. Piaget suggests that not until a child has learned the concept of time will this be displayed within their language use.ConclusionWhitehead (2006) suggests that early skills for communication begin inutero .Evidence from ( ) argue that babies prefer the mothers face and voice, Infants gaze into their carers eyes from ? weeks they will then conspicuous eye contact to cease communication .Someone ( ) attributes the lack of communication in children with ASD to their lack of attainment in play, particularly for imaginary play.Vygotsky () theorised that play was significant to language and cognitive development. Vygotsky () argues it is necessary for a more knowledgeable other to confirm the correct language use.Piaget theorised that the acquisition of language has a direct correlation on a childs cognitive development. According to Piaget an infant will not apply nouns to objects until he has reached the cognitive ability of object permanence.. Not until a child reaches the pre operational stage ( somewhat 2) two will they understand the world around them by the use of language and speech.