HUMAN LANGUGAGE ACQUISITION: THEORETICAL AND EMPIRAL PERSPECTIVES
Fuente:
Zenodo
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Recurso digital |
| Veröffentlicht: |
Zenodo
2026
|
| Schlagworte: | |
| Online-Zugang: | |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| _version_ | 1866901751768023040 |
|---|---|
| author | Muxsinova Shaxzoda |
| author_facet | Muxsinova Shaxzoda |
| contents | <p class="MsoNormal"><span>This study examines major theoretical and empirical perspectives on human language acquisition. It analyzes the main approaches to language learning, including behaviorism, nativism, social interaction theory, statistical learning theory, and the critical period hypothesis. The research also explores recent neuroscientific findings concerning bilingualism and social interaction in language development. Using a mixed-methods approach, the study investigates language acquisition among children aged 18 months to 5 years through observations, standardized tests, and caregiver interviews. The findings demonstrate that language acquisition results from the interaction of biological predispositions, environmental exposure, cognitive mechanisms, and social communication. Special attention is given to the positive effects of bilingualism on cognitive flexibility, attentional control, and executive functioning. The study concludes that rich linguistic environments and active social interaction significantly enhance children’s language development and learning efficiency.</span></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_20302281 |
| institution | Zenodo |
| language | |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | HUMAN LANGUGAGE ACQUISITION: THEORETICAL AND EMPIRAL PERSPECTIVES Muxsinova Shaxzoda language acquisition, bilingualism, Universal Grammar, social interaction, statistical learning, cognitive development, neuroscience, critical period, language learning, communication. <p class="MsoNormal"><span>This study examines major theoretical and empirical perspectives on human language acquisition. It analyzes the main approaches to language learning, including behaviorism, nativism, social interaction theory, statistical learning theory, and the critical period hypothesis. The research also explores recent neuroscientific findings concerning bilingualism and social interaction in language development. Using a mixed-methods approach, the study investigates language acquisition among children aged 18 months to 5 years through observations, standardized tests, and caregiver interviews. The findings demonstrate that language acquisition results from the interaction of biological predispositions, environmental exposure, cognitive mechanisms, and social communication. Special attention is given to the positive effects of bilingualism on cognitive flexibility, attentional control, and executive functioning. The study concludes that rich linguistic environments and active social interaction significantly enhance children’s language development and learning efficiency.</span></p> |
| title | HUMAN LANGUGAGE ACQUISITION: THEORETICAL AND EMPIRAL PERSPECTIVES |
| topic | language acquisition, bilingualism, Universal Grammar, social interaction, statistical learning, cognitive development, neuroscience, critical period, language learning, communication. |
| url | https://doi.org/10.5281/zenodo.20302281 |