ENG505 Assignment 1 Fall 2024

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Fall 2024
Assignment No. 1
Total Marks: 20
Lesson 3-9 (Topic 12-38)

Instructions:

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Questions:

I. Define Behaviorist and Mentalist approaches. Evaluate the strengthsand limitations

of the Mentalist and Behaviorist approaches with respect to language acquisition in
children. (10 Marks)

Behaviorist Approach

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The Behaviorist approach, primarily articulated by B.F. Skinner, asserts that
language acquisition in children occurs through imitation, reinforcement, and
conditioning. In this model, children learn language by mimicking the speech they
hear and receiving rewards or corrections based on the accuracy of their speech.
Language is thus a series of learned responses to environmental stimuli.
Strengths:
1. Practical Application: Behaviorist principles are widely applied in
language teaching, especially in the use of drills, repetition, and correction in
the classroom.
2. Focus on Environmental Factors: It underscores the importance of the
child’s environment in shaping their language skills, particularly the role of
caregivers in reinforcing language behaviors.
Limitations:
1. Overlooks Internal Processes: Behaviorism largely ignores the cognitive
mechanisms involved in language learning, failing to explain how children
can create novel sentences they’ve never heard before.
2. Inadequate for Explaining Complex Language: It cannot fully explain the
acquisition of syntax, abstract language rules, or the natural ability of
children to acquire complex language structures without explicit instruction.
Mentalist Approach
The Mentalist approach, advocated by Noam Chomsky, suggests that children are
born with an innate capacity for language acquisition. According to Chomsky’s
Universal Grammar theory, humans have an inborn "Language Acquisition
Device" (LAD) that allows them to naturally acquire language structures. This
theory emphasizes the cognitive aspect of language development, focusing on the
mental faculties that allow children to extract rules from the linguistic input they
receive.
Strengths:
1. Universal Grammar: Chomsky’s concept of universal grammar provides a
compelling explanation for why children around the world acquire language
in similar stages and patterns, despite differing environmental influences.

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 2. Active Language Processing: The theory highlights the active role of the
child in processing and constructing language, rather than just imitating
external speech.
Limitations:
1. Lack of Empirical Evidence: The LAD and universal grammar are difficult
to observe or measure directly, leading to criticisms about the lack of
concrete evidence supporting this theory.
2. Underemphasizes Social Interaction: While focusing on internal cognitive
structures, the mentalist view downplays the significant role that social
interaction and environmental input play in language learning.
II. Identify Whether the Situations Illustrate the Mentalist or Behaviorist
Approach
a. A young child is playing with their sibling and hears them say, “I
runned to the park.” The child confidently replies, “No, it’s ‘I ran to the
park!’”
Approach: Mentalist
Reason: The child’s correction of the irregular past tense verb “runned” to
“ran” demonstrates an internal grasp of grammatical rules, showing active
language processing rather than simple imitation.
b. In a lively language class, the teacher leads a game where students
repeat phrases like “The cat is on the mat” several times. The focus is on
accuracy and correct pronunciation.
Approach: Behaviorist
Reason: This example reflects behaviorism’s emphasis on repetition,
reinforcement, and drilling to reinforce accurate pronunciation and syntax.
The goal is to condition the students’ language behavior through frequent
practice.
c. A toddler picks up a toy and exclaims, “Me want that!” The parent
gently corrects them, saying, “You mean, ‘I want that.’”
Approach: Behaviorist

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 Reason: The correction provided by the parent serves as reinforcement, a
key behaviorist mechanism. The toddler's language is shaped by external
feedback, reinforcing the correct form of expression.
d. A preschooler hears their teacher say, “Let’s clean up!” and starts
repeating the phrase during playtime, imitating the teacher without
understanding the grammar.
Approach: Behaviorist
Reason: The preschooler’s imitation of a phrase without comprehension
aligns with behaviorism, where children learn by mimicking the speech they
hear and are reinforced through repetition.
e. An adult participates in a language exchange program, picking up
phrases like “Can you help me?” and “What time is it?” from
conversation partners, without studying grammar beforehand, using
their native language structure to guess.
Approach: Mentalist
Reason: The adult’s ability to guess the meaning and structure of the
language, based on their existing cognitive framework and prior linguistic
knowledge, shows an active mental process in language learning, consistent
with the mentalist perspective.

This Solution Cover From Handouts So Don’t Copy Paste

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