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Overview
The Natural Approach
Application
From Theory to PracticeHow to Apply the ApproachHow We Applied ItTreatment of ErrorsTheory
Language Acquisition TheoriesLA Theories (Part 2)LA Theories (Part 3)LA Theories (Part 4)Computers and L2 Acquisition
CALL and AcquisitionComputer Supported LearningThe Role of Innate Knowledge
Innate Knowledge in L1 and L2Plato and ChomskyDomain Specific or GeneralPiaget and SkinnerNativismWanna ContractionUniversal GrammarTurkish LearnersSummaryThe Role of Receptive Skills
From Reception to ProductionStudiesExperimental DesignLeisure Time ActivitiesConclusionOnline Sources
The Internet TESL JournalTESOL Articles OnlineTESL EJEnglish Proficiency PlusEFLWEB MagazineHands on EnglishNCLEnotesCALL JournalTeach EnglishOther TESL/TEFL Web Sites
Ellidokuzoglu on KrashenEducational TechnologyKrashen and SLA TheoriesNCLE Eric DigestsMultilingual Research CenterEL EastonLibrary
NCLE PublicationsLanguage Education AssociatesALI Applied Linguistics IndexBooksArticles in Turkish
Temel PrensiplerEdinme - ÖgrenmeDil Edinim CihaziDil BilgisiEdinimi HizlandirmaYeni Yuzyilda Dil Ogretimi|
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| The Role of Innate Knowledge in First and Second Language Acquisition |
| by Hasanbey Ellidokuzoglu |
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II. PLATO'S PROBLEM AND CHOMSKY'S SOLUTION This imbalance between the external input--linguistic data-- and the output--complex linguistic knowledge-- is called Plato's problem. Chomsky's solution to the Plato's problem is to seek the richness in the processor--infant's brind--rather than in external stimuli. Our knowledge of language is complex and abstract; the experience of language we receive is limited. Our minds could not create such complex knowledge on the basis of such sparse information.It must therefore come from somewhere other than the evidence we encounter; Plato's solution is from memories of prior existence, Chomsky's from innate properties of the mind. (Cook, 1988, p. 55) Chomsky believes that child's brind is equipped with the principles and parameters of the Universal Grammar (UG) which underlies the grammar of any human language. With the help of this language-specific knowledge children can figure out roughly what the shape of his or her mother tongue is like. That is, UG provides a skeleta knowledge upon which the child is supposed to dress the flesh. To make an analogy, UG is similar to the genetic information in the seed of a flower and the external linguistic input is similar to the water which activates this latent information. It is vain to attribute the beauty of a flower only to the minerals in water, and the complexity of child's grammar to the external data only. Both water and input act as a trigger working on a rich genetic blueprint. Please, Click On The Parts Below To Read More: 3. Innate Knowledge: Domain Specific or General 4. Parallelism between Piaget and Skinner 5. Nativism and Occam's Razor 6. Wanna Contraction 7. Universal Grammar 8. Wanna and Turkish Learners of English 9. Conclusion |
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