Language Development - Report Example

Language Development Name Date Course Q1. Which are learned first in the development of English: ‘content words’, or ‘function words’? Explain why this is so. In English language, content words are words such as verbs, nouns, adjectives and adverbs. Content words are also words that have meanings and they can be compared to the grammatical words. The functional words on the other hand are words that have little lexical meanings or have ambiguous meanings and are used to express grammatical relationship between other words in a sentence. When learning the English language, the functional words are learnt first. The functional words are usually short and precise although they do not have any meanings (Bao, 2014). It is also important to note that the functional words can be used for the purposes of joining sentences. This means that one cannot construct any sentence without first learning the functional words. The functional words are usually unstressed in speech and it is easy to master them as compared to the content words and hence making it easy to learn them. The functional words are also for the purposes of giving grammatical information on other words or sentences. The words like he or her provides information to a sentence and are examples of functional words. The functional words are therefore learnt first in the development of English language as it will enable the learner to construct meaningful sentences. Although content words have meanings, it is difficult to learn most of them die to their complicated nature as compared to the functional words. It is also important to note that no sentence can be constructed without the use of functional words and hence its importance to the learners. Content words in the English language tend to be stressed as compared to the functional words. This makes it difficult for most of the learners to master the content words immediately after they are taught and hence presenting a challenge to the learners. On the other hand, the learners can easily forget the content words due to the complicated nature as compared to the functional words and hence making it easy for the learners to learn the functional words first. As compared to the content words, most of the functional words do not change. It is also difficult to introduce new functional words. New content words also keep emerging and this makes it difficult for the learners to master them all. Most of the vocabularies are content words. The learners may find it difficult to learn the vocabularies considering that many more are emerging (Block, 2007). This makes it difficult for the learners to learn the content words easily. The content words are specific to a certain topic while the functional words are not specific to any topic but apply to all the topics. The learners of English language may find it easy to learn the words that are general and this is mainly the functional words. The learning of the functional words also enables the learners to understand some parts of different sentences and hence enabling them to learn the content words. It is thus easy to learn the functional words as compared to the content words. Functional words in English language accounts for less than 1% of the words. However, they amount to almost 60% of the words used. This is an indication that the functional words are much common as compared to the content words in term of use. Since the functional words are commonly used, the learners of English language have to learn the functional words first before learning the content words. The meaning of a sentence can only be understood in the presence of the functional words. Although most of the functional words do not have any meaning, a sentence would be meaningless if the functional words are to be removed (Brown, 2006). The functional words are therefore learnt first in order to enable the learners to be able to construct sentences and also interpret different sentences. In grammar, the functional words belong to a closed class of words. The content words on the other hand belong to an open class of words. This means that more words can be added to the content words while no words can be added in the functional words. It is for this reason that the learners have to learn the functional words first before learning the content words. The content words may take a long period of time for the learners and inmost cases it involves continuous learning. This is because new context words keep emerging from time to time and hence making it a continuous process. However, the functional words can only be learnt once and their will be no changes. This means that the functional words are learnt first while the context words are learnt later and on a continuous basis. Learning the functional words first is also important in enabling the learners to be able to develop their speech in the English language. A leaner can also construct sentences once they have learnt the functional words (Bao, 2014). This means that the learner cannot be able to speak English or construct any sentences if they are to learn the context words first. The minimal word constrains of the functional words play an important role in enabling the learners to easily master the functional words. It is also important to note that the functional words forms the basic of the English words and hence the reason as to why it is learnt first. The concepts of functional words therefore come first when learning the English language. Q2. Explore Vygotsky’s assertion that: ‘through others, we become ourselves’ (1931/1977, p. 105). The assertion by Vygotsky is important in terms of learning of different languages and socialization. The assertion also means that the mental life of an individual is expressed through interacting with the other people. The social interaction on the other hand is comprised of signs and language. This means that language can be learnt by the individuals through others. A child can learn a language through the interaction with the other people and hence enabling them to communicate effectively. Meaning and forms usually gets internalized in to a child during the early stage of development. This is however expressed when the child starts communicating with the other people and hence playing an important role in enabling them to communicate freely. The assertion also indicates that development talks place in a collective activity (Vygotsky, 1997). Through socializing with the other people, one is able to identify their weaknesses or learn new ideas. It is for this reason that one is able to learn different languages by interacting with other and hence achieving their goals and objectives. The individual development is also an internalization of the external culture. One can only understand different concepts through socialization with the other people. Vygotsky in his assertion also means that all the mental functions are first experienced socially. This indicates that the development of the mental functions is dependant on the interaction with the other people plays an essential role in building the mental function and hence enabling an individual to develop a better understanding of themselves. The assertion by Vygotsky also means that all the mental functions of any individual have its origin outside the individual. This is mainly in the social interactions that the people usually undertake with the other people. The human actions are also influenced by various external factors which includes material tools and other human beings. Language, signs and symbols also play an important role during the mediation of human beings (Schrimsher, 2003). An individual’s belief may be erroneous and they may hang on to it for a long period of time. However, once they express the belief to the other people, they will be able to learn that their beliefs are erroneous and they will be in a better position to understand themselves. This is an indication that we are able to understand ourselves unless we socialize with the other people. The individuals may not be in a position to know the levels of accuracy of their own contributions or knowledge without interacting with the other people. This is common among students or a team where the individuals are supposed to work together. The assertion by Vygotsky also indicates that the performance of an individual can only be determined through entering into a collaborative process. Socialization and interaction is thus useful to individuals in term of enabling them to learn from the others. It is also through the socialization and interaction that the individuals will be able to know more about themselves and also learn new ideas and concepts. The assertion also highlights the fact that personal transformation is useful to individuals in term of creation of knowledge. The creation of knowledge requires the use of signs and language. Practical acquisition of knowledge usually occurs when speech and knowledge is in use. This means that one has to communicate with the others in order to acquire knowledge. The early years of an individual is important t in terms of enabling them to acquire knowledge and skills as it gives them the freedom to carry out different activities. It is important to note that the child can only develop language skills through the interaction with the other people close to them (Schrimsher, et al, 2003). The actions of an individual including the children are also dependant on the other people. This is considering that the actions of the children are guided by their minds. The individuals can therefore act in a certain way depending on how the other will perceive the action. The individuals can only know whether their actions are right or wrong depending on their interaction with the others in the society. It is through interaction with the other members of the society that the individuals can be in a position to understand whether their activities are right or wrong. The relations between the higher mental functions are also closely related to the relations among the real people and hence indicating that we become ourselves through others. The assertion by Vygotsky also means that the mechanism of individual development is rooted in the cultures and society that the individuals live in. This is because the actions of an individual in most cases are usually shaped by their level of interaction with other and the society as whole. The human power is also derived from the social interaction with the other people and the members of the society (Vygotsky, 1997). This is an indication that individuals may not be in a position to make any meaningful gains in their lives without interacting with the other people. The interaction with the other members of the society is useful to the individuals in enabling them to gain power and acquire knowledge. The interaction is however dependant on communication. Communication on the other hand requires the use of language and signs. This is therefore an indication that language and signs are important in terms of empowering individuals and it can only be learned through the interaction with the other people. List of References Bao, D, 2014, Understanding silence and reticence: Ways of participating in second language acquisition, Bloomsbury Academic, London. Block, D. 2007, Second language identities, Continuum, London. Brown, H. D. 2006, Principles of language teaching and learning, 5th edn, Longman, NY. Ellis, R. 2008, The study of second language acquisition, 3rd edn, Oxford University Press, Oxford. Vygotsky, L. S. 1997, The collected works of L. S. Vygotsky. Vol. 3: the history of the development of higher mental functions (W. Reiber, Vol. Ed., Marie J. Hall, Trans.), Plenum Press, New York (Chapters originally written or published between 1924 and 1934). Schrimsher, S, et al, 2003, 'The teaching/learning relationship in the first years of school: Some revolutionary implications of Vygotsky’s Theory’, Early Education and Development, vol. 14, no. 3, pp. 293-312. Read More

The meaning of a sentence can only be understood in the presence of the functional words. Although most of the functional words do not have any meaning, a sentence would be meaningless if the functional words are to be removed (Brown, 2006). The functional words are therefore learnt first in order to enable the learners to be able to construct sentences and also interpret different sentences. In grammar, the functional words belong to a closed class of words. The content words on the other hand belong to an open class of words.

This means that more words can be added to the content words while no words can be added in the functional words. It is for this reason that the learners have to learn the functional words first before learning the content words. The content words may take a long period of time for the learners and inmost cases it involves continuous learning. This is because new context words keep emerging from time to time and hence making it a continuous process. However, the functional words can only be learnt once and their will be no changes.

This means that the functional words are learnt first while the context words are learnt later and on a continuous basis. Learning the functional words first is also important in enabling the learners to be able to develop their speech in the English language. A leaner can also construct sentences once they have learnt the functional words (Bao, 2014). This means that the learner cannot be able to speak English or construct any sentences if they are to learn the context words first. The minimal word constrains of the functional words play an important role in enabling the learners to easily master the functional words.

It is also important to note that the functional words forms the basic of the English words and hence the reason as to why it is learnt first. The concepts of functional words therefore come first when learning the English language. Q2. Explore Vygotsky’s assertion that: ‘through others, we become ourselves’ (1931/1977, p. 105). The assertion by Vygotsky is important in terms of learning of different languages and socialization. The assertion also means that the mental life of an individual is expressed through interacting with the other people.

The social interaction on the other hand is comprised of signs and language. This means that language can be learnt by the individuals through others. A child can learn a language through the interaction with the other people and hence enabling them to communicate effectively. Meaning and forms usually gets internalized in to a child during the early stage of development. This is however expressed when the child starts communicating with the other people and hence playing an important role in enabling them to communicate freely.

The assertion also indicates that development talks place in a collective activity (Vygotsky, 1997). Through socializing with the other people, one is able to identify their weaknesses or learn new ideas. It is for this reason that one is able to learn different languages by interacting with other and hence achieving their goals and objectives. The individual development is also an internalization of the external culture. One can only understand different concepts through socialization with the other people.

Vygotsky in his assertion also means that all the mental functions are first experienced socially. This indicates that the development of the mental functions is dependant on the interaction with the other people plays an essential role in building the mental function and hence enabling an individual to develop a better understanding of themselves. The assertion by Vygotsky also means that all the mental functions of any individual have its origin outside the individual. This is mainly in the social interactions that the people usually undertake with the other people.

The human actions are also influenced by various external factors which includes material tools and other human beings.

Read More