Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language. In other words, it is how human beings gain the ability to be aware of language, to understand it, and to produce and use words and sentences to communicate. Language acquisition involves structures, rules, and representation. The capacity to successfully use language requires human beings to acquire a range of tools, including phonology, morphology, syntax, semantics, and an extensive vocabulary. Language can be vocalized as in speech, or manual as in sign. Human language capacity is represented in the brain. Even though human language capacity is finite, one can say and understand an effectively infinite number of sentences, which is based on a syntactic principle called recursion. Evidence suggests that every individual has three recursive mechanisms that allow sentences to go indeterminately. These three mechanisms are: relativization, complementation and coordination. There are two main guiding principles in first-language acquisition: speech perception always precedes speech production, and the gradually evolving system by which a child learns a language is built up one step at a time, beginning with the distinction between individual phonemes. For many years, linguists interested in child language acquisition have questioned how language is acquired. Lidz et al. state, "The question of how these structures are acquired, then, is more properly understood as the question of how a learner takes the surface forms in the input and converts them into abstract linguistic rules and representations." Language acquisition usually refers to first-language acquisition. It studies infants' acquisition of their native language, whether that is a spoken language or a sign language, though it can also refer to bilingual first language acquisition (BFLA), referring to an infant's simultaneous acquisition of two native languages. This is distinguished from second-language acquisition, which deals with the acquisition (in both children and adults) of additional languages. On top of speech, reading and writing a language with an entirely different script increases the complexities of true foreign language literacy. Language acquisition is one of the quintessential human traits.
History Some early observation-based ideas about language acquisition were proposed by Plato, who felt that word-meaning mapping in some form was innate. Additionally, Sanskrit grammarians debated for over twelve centuries whether humans' ability to recognize the meaning of words was god-given (possibly innate) or passed down by previous generations and learned from already established conventions: a child learning the word for cow by listening to trusted speakers talking about cows. Philosophers in ancient societies were interested in how humans acquired the ability to understand and produce language well before empirical methods for testing those theories were developed, but for the most part they seemed to regard language acquisition as a subset of man's ability to acquire knowledge and learn concepts. Empiricists, like Thomas Hobbes and John Locke, argued that knowledge (and, for Locke, language) emerge ultimately from abstracted sense impressions. These arguments lean towards the "nurture" side of the argument: that language is acquired through sensory experience, which led to Rudolf Carnap's Aufbau, an attempt to learn all knowledge from sense datum, using the notion of "remembered as similar" to bind them into clusters, which would eventually map into language. Proponents of behaviorism argued that language may be learned through a form of operant conditioning. In B. F. Skinner's Verbal Behavior (1957), he suggested that the successful use of a sign, such as a word or lexical unit, given a certain stimulus, reinforces its "momentary" or contextual probability. Since operant conditioning is contingent on reinforcement by rewards, a child would learn that a specific combination of sounds means a specific thing through repeated successful associations made between the two. A "successful" use of a sign would be one in which the child is understood (for example, a child saying "up" when they want to be picked up) and rewarded with the desired response from another person, thereby reinforcing the child's understanding of the meaning of that word and making it more likely that they will use that word in a similar situation in the future. Some empiricist theories of language acquisition include the statistical learning theory. Charles F. Hockett of language acquisition, relational frame theory, functionalist linguistics, social interactionist theory, and usage-based language acquisition. Skinner's behaviorist idea was strongly attacked by Noam Chomsky in a review article in 1959, calling it "largely mythology" and a "serious delusion." Arguments against Skinner's idea of language acquisition through operant conditioning include the fact that children often ignore language corrections from adults. Instead, children typically follow a pattern of using an irregular form of a word correctly, making errors later on, and eventually returning to the proper use of the word. For example, a child may correctly learn the word "gave" (past tense of "give"), and later on use the word "gived". Eventually, the child will typically go back to using the correct word, "gave". Chomsky claimed the pattern is difficult to attribute to Skinner's idea of operant conditioning as the primary way that children acquire language. Chomsky argued that if language were solely acquired through behavioral conditioning, children would not likely learn the proper use of a word and suddenly use the word incorrectly. Chomsky believed that Skinner failed to account for the central role of syntactic knowledge in language competence. Chomsky also rejected the term "learning", which Skinner used to claim that children "learn" language through operant conditioning. Instead, Chomsky argued for a mathematical approach to language acquisition, based on a study of syntax.
As a typically human phenomenon
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