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The first notions about the nature of light originated in the ancient
Greeks and Egyptians. By the end of the seventeenth century, two theories
of light, the corpuscular theory by I. Newton and the wave theory by R.
Hooke and H. Huygens, began to take shape. Unlike corpuscular theory, the
wave theory of light assumes that light consists of a wave process, similar to
mechanical waves. Hence, the basis of Tulkin optics consists of the
phenomena of diffraction, interference, polarization, and dispersion of light.
Materials on these events will be prepared separately and distributed to
each group.
Hence, module alignment is performed step-by-step using the method
as shown in Figure 1.
References:
1. NA Muslimov, MT Mirsolieva, GN Ibragimova, RJ Ishmuhammedov, AB
Turaev: "Development of innovative activity of the teacher". T-2019.
2. N.A. Muslimov, M.Usmonbaeva, M.Mirsolieva: “Innovative educational
technologies and pedagogical competence”. Nukus-2019.
3. Abdurahmanov KP, Egamov O': "PHYSICS" textbook. Part 2 T-2008 y.
Olimova Nodira Oybekovna , 3-year student of foreign philology faculty of
Urgench state university in republic of Uzbekistan
FIRST LANGUAGE ACQUISITION AND STEPS OF LEARNING MOTHER
TONGUE
N. Olimova
Abstract: First language acquisition refers to the way children learn
their native language. Second language acquisition refers to the learning of
another language or languages besides the native language. It happened
spontaneously o children while their parents are talking. Children learn
mother tongue by hearing and because of this they can grasp mother
tongue. They may listen only this language during the day. The phase of
learning first language looks really simple however, it has also different
kind of stages that can be learn.
Keywords: first language, mother tongue, grasp, achieve, steps,
vocabulary, imitation, words, representation, second language, phonology,
children.
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Language acquisition is the process by which humans acquire the
capacity to perceive and comprehend language (in other words, gain the
ability to be aware of language and to understand it), as well as to produce
and use words and sentences to communicate.
Language acquisition involves structures, rules and representation. The
capacity to successfully use language requires one to acquire a range of tools
including phonology, morphology, syntax, semantics, and an extensive
vocabulary. Language can be vocalized as in speech, or manual as in sign.
Human language capacity is represented in the brain. Even though human
language capacity is finite, one can say and understand an infinite number
of sentences, which is based on a syntactic principle called recursion.
Evidence suggests that every individual has three recursive mechanisms
that allow sentences to go indeterminately. These three mechanisms are:
relativization, complementation and coordination. There are two main
guiding principles in first-language acquisition: speech perception always
precedes speech production, and the gradually evolving system by which a
child learns a language is built up one step at a time, beginning with the
distinction between individual phonemes. Language acquisition usually
refers to first-language acquisition, which studies infants' acquisition of
their native language, whether that be spoken language or signed language
as a result of prelingual deafness, though it can also refer to bilingual first
language acquisition (BFLA), which refers to an infant's simultaneous
acquisition of two native languages. This is distinguished from second-
language acquisition, which deals with the acquisition (in both children and
adults) of additional languages. In addition to speech, reading and writing a
language with an entirely different script compounds the complexities of
true foreign language literacy. Language acquisition is one of the
quintessential human traits.
For children learning their native language, linguistic competence
develops in stages, from babbling to one word to two word, then telegraphic
speech. Babbling is now considered the earliest form of language acquisition
because infants will produce sounds based on what language input they
receive. One word sentences (holophrastic speech) are generally
monosyllabic in consonant-vowel clusters. During two word stage, there are
no syntactic or morphological markers, no inflections for plural or past
tense, and pronouns are rare, but the intonation contour extends over the
whole utterance. The three theories of language acquisition: imitation,
reinforcement and analogy, do not explain very well how children acquire
language. Imitation does not work because children produce sentences
never heard before, such as "cat stand up table." Even when they try to
imitate adult speech, children cannot generate the same sentences because
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of their limited grammar. And children who are unable to speak still learn
and understand the language, so that when they overcome their speech
impairment they immediately begin speaking the language. Reinforcement
also does not work because it actually seldomly occurs and when it does,
the reinforcement is correcting pronunciation or truthfulness, and not
grammar. A sentence such as "apples are purple" would be corrected more
often because it is not true, as compared to a sentence such as "apples is
red" regardless of the grammar. Analogy also cannot explain language
acquisition. Analogy involves the formation of sentences or phrases by
using other sentences as samples. If a child hears the sentence, "I painted a
red barn," he can say, by analogy, "I painted a blue barn." Yet if he hears the
sentence, "I painted a barn red," he cannot say "I saw a barn red." The
analogy did not work this time, and this is not a sentence of English.
For children, acquiring a language is an effortless achievement that
occurs:
Without explicit teaching,
On the basis of positive evidence (i.e., what they hear),
Under varying circumstances, and in a limited amount of time,
In identical ways across different languages.
Children achieve linguistic milestones in parallel fashion, regardless of
the specific language they are exposed to. For example, at about 6-8 months,
all children start to babble that is, to produce repetitive syllables
like
bababa. At about 10-12 months they speak their first words, and
between 20 and 24 months they begin to put words together. It has been
shown that children between 2 and 3 years speaking a wide variety of
languages use infinitive verbs in main clauses or omit sentential subjects
although the language they are exposed to may not have this option. Across
languages young children also over-regularize the past tense or other tenses
of irregular verbs. Interestingly, similarities in language acquisition are
observed not only across spoken languages, but also between spoken and
signed languages."
Typical Speech Timetable for English-Speaking Child
Week 0 - Crying
Week 6 - Cooing (goo-goo)
Week 6 - Babbling (ma-ma)
Week 8 - Intonation patterns
Week 12: Single words
Week 18 - Two-word utterances
Year 2: Word endings
Year 2½: Negatives
Year 2¼: Questions
Year 5: Complex constructions
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Year 10: Mature speech patterns
All in all, most of the scientists can suggest different kind of theories
and steps of grasping mother tongue. It can give us thinking critically and
compare problems and solutions. Although they have some similarities,
there are also differences from each other. Dr Suzuki has called his teaching
method the Mother-Tongue Approach, inspired by the fact that children so
effectively learn to speak their native tongue. Prompted and encouraged by
the mother's love and the family environment, the child responds and
develops this most difficult of skills, that of intelligible speech. Children are
different and will hence learn at different paces. Therefore, it should be tried
not to rush them and there should have a clear plan of how you will teach
the language and take it step by step.
References:
1.Lightfoot, David (2010). "Language acquisition and language
change".Wiley Interdisciplinary Reviews: Cognitive Science.(5): 677–684.
2.Fry, Dennis (1977). Homo loquens, Man as a talking animal.
Cambridge University Press. pp. 107–108.
3.Lidz, Jeffrey; Waxman (16 April 2003). "What infants know about
syntax but couldn't have learned: experimental evidence for syntactic
structure at 18 months" (PDF). Cognition 89 (2003) B65-B73. Archived
from the
original (PDF) on
12
December
2017.
Retrieved 12
December 2017 – via Elsevier science.
4.Bergman, C. (1976). 'Interference vs. independent development in
infant bilingualism'. In: Bilingualism in the bicentennial and beyond. Ed. by
G. Keller,R. Teschner, and S. Viera. New York: Bilingual Press/Editorial
Bilingüe, pp. 86-96. Genesee, F. (1989).
5.Lightfoot, David (2010). "Language acquisition and language
change". WileyInterdisciplinary Reviews: Cognitive Science. 1 (5): 677-
684.
6.María Teresa Guasti,
Language Acquisition: The Growth of Grammar.
MIT Press, 2002
