The process of language acquisition is one of the most important human traits, because all people communicate only using language. Language acquisition usually refers to acquiring the ability to speak one's first, native language, be it colloquial or, for example, sign language for the deaf and dumb. This is different from second language acquisition, which deals with the acquisition (for both children and adults) of additional languages. In addition to speech, reading and writing a language with a completely different scenario combines the complexities of true literacy in a foreign language.
Acquisition
Linguists who have been interested in studying the mechanism of acquisition of the native language by children for many years are interested in the process of its assimilation - this is a special process through which all people go through. Then the question of how these structures are acquired is more properly understood as a question of how the learner takes surface forms about input and transforms them into abstract linguistic rules and representations. Thus we know that language acquisition involvesstructures, rules and ideas about this language.
Extensive toolkit
The ability to successfully use a language requires the acquisition of a range of tools, including phonology, morphology, syntax, semantics, and an extensive vocabulary. Language can be voiced both in speech and in manual, as in a sign. The possibilities of human language are represented in the brain. Even though the capacity of human language is finite, an infinite number of sentences can be said and understood based on a syntactic principle called recursion. As you can see, assimilation is a complex process.
The role of supply uncertainty
Evidence suggests that each person has three recursive mechanisms that allow sentences to go indefinitely. These three mechanisms are: relativization, complementation and coordination. In addition, in the first language, there are two main guidelines, i.e. the perception of speech always precedes the production of speech, and the gradually developing system through which the child learns the language is built one step at a time, starting with the difference between individual phonemes.
Antiquity
Philosophers in ancient societies were interested in how humans acquired the ability to understand and express language long before empirical methods for testing these theories were developed, but for the most part they seemed to view language acquisition as a subset of a person's ability to acquire knowledgeand learn concept. Some early ideas based on observations about language acquisition were offered by Plato, who believed that word combinations in some form were innate. Speaking of language, the ancient Indian sages believed that learning is a gift from above.
New time
In a more modern context, empiricists such as Thomas Hobbes and John Locke argued that knowledge (and, for Locke, language) emerges ultimately from abstract sense impressions. These arguments lean towards the "nurture" side of the argument: this language is acquired through sensory experience, which led to Rudolf Carnap's Aufbau, an attempt to learn all knowledge from semantic anchoring, using the notion of "remember as similar" to link them into clusters that eventually will be displayed in the language. Levels of language acquisition are built on this.
Late Modern
Behaviorists have argued that language can be learned through the form of an operant. In B. F. Skinner's Verbal Behavior (1957), he suggested that the successful use of a sign, such as a word or lexical item, with a particular stimulus enhances its "instantaneous" or contextual likelihood. Because operand conditioning depends on reward reinforcement, the child learns that a particular combination of sounds means a particular thing through multiple successful associations made between them. A "successful" use of the sign would be one in which the child is understood (for example, the child says "up" when he or she wantsbe picked up) and is rewarded with a desired response from the other person, thus reinforcing the child's understanding of the meaning of the word and more likely that he or she will use the word in a similar situation in the future. Some experiential forms of language acquisition include statistical learning theory. Charles F. Hockett on Language Acquisition, Relational Frame Theory, Functionalist Linguistics, Social Interactionist Theory, and Usage Based Language Use.
The study of language acquisition did not stop there. In 1959, Noam Chomsky, in a review article by Sinine, heavily influenced Skinner's idea, calling it "largely mythology" and "a serious delusion". Arguments against Skinner's idea of acquiring language with an operant include the fact that children often ignore corrective language from adults. Instead, children usually follow the example of an irregular word form, making mistakes later and eventually returning to the correct use of the word. For example, a child might correctly learn the word "given" (past tense "give") and then use the word "granted".
Eventually, the child will usually return to learning the correct word, "gave." The pattern is hard to relate to Skinner's idea of operant learning as the primary way children acquire language. Chomsky argued that if language was only acquired through behavioral conditioning, children are unlikely to learn the correct use of a word and suddenly misuse it.word. Chomsky believed that Skinner failed to explain 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 hid behind a mathematical approach to language acquisition based on the study of syntax.
Discussion and issues
The main debate on understanding language acquisition is how these abilities are picked up by infants from linguistic material. Linguistic context entry is defined as "All words, contexts, and other forms of language to which the learner is exposed, relative to acquired knowledge in the first or second language." Nativists such as Noam Chomsky have focused on the extremely complex nature of human grammars, the finiteness and ambiguity of the input children receive, and the infant's relatively limited cognitive abilities. From these characteristics, they conclude that the process of language learning in infants must be tightly constrained and focused on biologically determined characteristics of the human brain. Otherwise, they argue, it is exceedingly difficult to explain how children regularly master the complex, largely silent grammar rules of their mother tongue during the first five years of life. Also, the evidence for such rules in their own language is the indirect adult speech of children who cannot capture what children know by the time they have acquired their own language. This is the result of assimilation.
The concept of assimilation in biology
The first interpretation of this concept is the process of absorption of vitamins, minerals and other chemicals from food in the gastrointestinal tract. In humans it is always done with chemical breakdown (enzymes and acids) and physical breakdown (oral chewing and gastric distension). The second process of bioassimilation is the chemical change of substances in the blood through the liver or cellular secretions. Although some analogous compounds can be absorbed in the biosensitization of digestion, the bioavailability of many compounds is dictated by this second process, since both liver and cellular secretion can be very specific in their metabolic action. This second process is where the absorbed food reaches the cells through the liver.
Forms of digestion
Most foods are made up of mostly indigestible ingredients, depending on the enzymes and efficiency of the animal's digestive tract. The best known of these indigestible compounds is cellulose; the main chemical polymer in plant cell walls. However, most animals do not produce cellulase; the enzyme is essential for the digestion of cellulose. However, some animals and species have developed symbiotic relationships with cellulose-producing bacteria. This allows termites to use the energy dense carbohydrate of cellulose. Other such enzymes are known to significantly improvebioassimilation of nutrients.
Assimilation is a complicated and complex process. Due to the use of bacterial derivatives, enzymatic nutritional supplements now contain enzymes such as amylase, glucoamylase, protease, invertase, peptidase, lipase, lactase, phytase, and cellulase. These enzymes improve overall bioavailability in the digestive tract, but have not yet been proven to increase bloodstream bioavailability. Enzymes break down large substances in some foods into smaller molecules so they can more easily pass through the rest of the digestive tract. This is roughly what the stages of digestion look like.
