The process of learning a language is one of the most important human features, because all people communicate only using language. The acquisition of a language usually refers to the acquisition of the ability to speak one's first, native language, whether it is spoken or, for example, sign language for the deaf. This differs from the acquisition of a second language, 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 are interested in studying the mechanism for acquiring a native language by children for many years are interested in the process of learning it - this is a special process through which all people go. Then the question of how these structures are acquired is more correctly understood as the question of how the student takes superficial forms of input data and transforms them into abstract linguistic rules and representations. Thus, we know that acquiring a language includes structures, rules, and ideas about that language.
Extensive Toolkit
The ability to successfully use the language requires the acquisition of a number 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 the human language are represented in the brain. Despite the fact that the ability of the human language is finite, one can say and understand an infinite number of sentences, 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 guiding principles, that is, the perception of speech always precedes the production of speech, and the gradually developing system by which the child learns the language is built one step at a time, starting with the difference between the individual phonemes.
Antiquity
Philosophers in ancient societies were interested in how people gained the ability to understand and express language long before empirical methods of testing these theories were developed, but for the most part they seemed to consider language acquisition as a subset of a person’s ability to acquire knowledge and learn concepts. Some early ideas, based on observations of language acquisition, were proposed by Plato, who believed that the phrase in some form was innate. Speaking of language, the ancient Indian sages believed that assimilation is a gift from above.
New time
In a more modern context, empiricists such as Thomas Hobbes and John Locke have argued that knowledge (and, for Locke, language) arises ultimately from abstract sensory impressions. These arguments are inclined to the side of the “upbringing” of the argument: this language is acquired through sensory experience, which led to Aufbau Rudolf Karnap, an attempt to learn all knowledge from the semantic binding, using the concept of “remember as similar” in order to connect them into clusters that ultimately will be displayed in the language. The levels of language acquisition are built on this.
Late modern
Behavioral advocates have argued that language can be learned using the operant form. In the verbal behavior of B.F. Skinner (1957), he suggested that the successful use of a sign, such as a word or lexical unit, with a specific irritant, enhances its “instantaneous” or contextual probability. Since the conditioning of operands depends on reward reinforcement, the child learns that a particular combination of sounds means a particular thing through the multiple successful associations made between them. “Successful” use of the sign would be one in which the child is understood (for example, the child says “up” when he or she wants to be raised) and is rewarded with the desired response from another person, thereby enhancing the child’s understanding of the meaning of the word and is more likely that he or she will use the word in a similar situation in the future. Some empirical forms of language acquisition include the theory of statistical learning. Charles F. Hackett on the acquisition of language, the theory of relational frames, functionalistic linguistics, the theory of social interactionist and the use of language based on use.
The study of the assimilation of the personality of the language did not stop there. In 1959, Noam Chomsky in a review article by Sinain strongly influenced Skinner’s idea, calling it “largely mythology” and “serious misconception”. Arguments against Skinner’s idea of acquiring a language using an operand include the fact that children often ignore correction language from adults. Instead, children usually follow the example of the irregular form of the word, making mistakes later and ultimately returning to the correct use of the word. For example, a child can learn the word “given” correctly (past tense “give”), and then use the word “granted”.
In the end, the child will usually return to learning the correct word, "gave." The pattern is difficult to attribute to Skinner's idea of training operands as the main way that children learn the language. Chomsky argued that if a language was obtained only through conditioning, children are unlikely to learn how to use the word and suddenly use the word incorrectly. Chomsky believed that Skinner could not explain the central role of syntactic knowledge in linguistic competence. Chomsky also rejected the term “learning, ” which Skinner used to claim that children “learn” in the 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 discussion on understanding language acquisition is how these abilities are selected by infants from linguistic material. Entrance into the linguistic context is defined as “All words, contexts and other forms of the language to which the student is exposed, regarding acquired knowledge in the first or second languages”. Nativists, such as Noam Chomsky, focused on the extremely complex nature of human grammars, the finiteness and ambiguity of the contribution that children receive, and the relatively limited cognitive abilities of the infant. From these characteristics, they conclude that the process of learning a language in infants should be strictly limited and oriented to the biologically determined characteristics of the human brain. Otherwise, they argue that it is extremely difficult to explain how, during the first five years of life, children regularly master the complex, largely silent grammatical rules of their mother tongue. In addition, evidence of such rules in their mother tongue is an indirect adult speech of children who cannot capture what the children know by the time they have acquired their mother tongue. 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, this is always done with chemical breakdown (enzymes and acids) and physical upset (oral chewing and bloating). The second process of bio-assimilation is a chemical change in the substances in the blood through the liver or cellular secretions. Although some similar compounds can be absorbed in the biosensitization of digestion, the bioavailability of many compounds is dictated by this second process, since both the 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.
