A Comparative Study of Vygotsky's Perspectives on Child Language Development with Nativism and Behaviorism

Autor/inn/en	Dastpak, Mehdi; Behjat, Fatemeh; Taghinezhad, Ali
Titel	A Comparative Study of Vygotsky's Perspectives on Child Language Development with Nativism and Behaviorism
Quelle	5 (2017) 2, S.230-238 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Comparative Analysis; Educational Theories; Child Language; Language Acquisition; Constructivism (Learning); Behaviorism; Problem Solving; Ability; Scaffolding (Teaching Technique); Cognitive Development; Linguistic Theory; Operant Conditioning; Child Development; Mediation Theory + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; 'Children''s language'; Kindersprache; Sprachaneignung; Spracherwerb; Behaviourism; Behaviorismus; Problemlösen; Fähigkeit; Fertigkeit; Kognitive Entwicklung; Linguistische Theorie; Operante Konditionierung; Kindesentwicklung; Mediationsverfahren
Abstract	This study aimed at investigating the similarities and differences between Vygotsky's perspectives on child language development with nativism and behaviorism. Proposing the idea of the Zone of Proximal Development, Vygotsky emphasized the role of collaborative interaction, scaffolding, and guided participation in language learning. Nativists, on the other hand, believe in the existence of Language Acquisition Device. They maintain that language is innate and acquisition is instantaneous. They also believe that acquisition happens in spite of inadequate input. Behaviorists claim that nurture is crucial in the process of language development. They believe that language is taught through reinforcements in the environment. Children associate certain stimuli with certain behaviors and responses. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01