Vietnamese Language Learning - Learn to Speak Audio CD
The House of Oojah Learn to Speak Vietnamese Audio Books
  • Nativist theories of Language Learning
    Nativist theories hold that children are born with an innate propensity for language acquisition, and that this ability makes the task of learning a first language easier than it would otherwise be. These "hidden assumptions" allow children to quickly figure out what is and isn't possible in the grammar of their native language, and allow them to master that grammar by the age of three. Nativists view language as a fundamental part of the human genome, as the trait that makes humans human, and its acquisition as a natural part of maturation, no different from dolphins learning to swim or songbirds learning to sing. Chomsky originally theorized that children were born with a hard-wired language acquisition device (LAD) in their brains . He later expanded this idea into that of Universal Grammar, a set of innate principles and adjustable parameters that are common to all human languages. According to Chomsky, the presence of Universal Grammar in the brains of children allow them to deduce the structure of their native languages from "mere exposure". Much of the evidence supporting the nativist position is based on the early age at which children show competency in their native grammars, as well as the ways in which they do (and do not) make errors. Infants are born able to distinguish between phonemes in minimal pairs, distinguishing between bah and pah, for example. Young children (under the age of three) do not speak in fully formed sentences, instead saying things like 'want cookie' or 'my coat.' They do not, however, say things like 'want my' or 'I cookie,' statements that would break the syntactic structure of the Phrase, a component of universal grammar.Children also seem remarkably immune from error correction by adults, which Nativists say would not be the case if children were learning from their parents.
  • Dr Paul Pimsleur
    Paul Pimsleur (1928 – 1972) was an authority in the field of applied linguistics. He taught French phonetics and phonemics at the University of California, Los Angeles after obtaining his Ph.D. in French and a master's degree in psychological statistics from Columbia University. After leaving UCLA, Pimsleur went on to faculty positions at Ohio State University, where he taught French and foreign language education. At the time, the foreign language education program at OSU was the major doctoral program in that field in the US. While at Ohio State he created and directed the Listening Center, one of the largest language laboratories in the United States. Pimsleur was later a Professor of Education and Romance Languages at The State University of New York at Albany, where he held dual professorships in Education and French. He was also a Fulbright lecturer at the Ruprecht Karl University of Heidelberg, and a founding member of the American Council on the Teaching of Foreign Languages. He did research on the psychology of language learning and in 1969 was Section Head of Psychology of Second Languages Learning at the International Congress of Applied Linguistics. His research focused on understanding the language acquisition process, especially the organic learning of children who speak a language without knowing its formal structure. For this, he studied the learning process of groups made of children, adults, and multilingual adults. The result of this research was the Pimsleur language learning system. His many books and articles had an impact on theories of language learning and teaching. In the period from 1958 to 1966, Pimsleur reviewed previously published studies regarding linguistic and psychological factors involved in language learning. He also conducted several studies himself. This led to the publication in 1963 of a coauthored monograph, Underachievement in Foreign Language Learning, which was published by the Modern Language Association of America. Through this research, he identified three factors that could be measured to calculate language aptitude: verbal intelligence, auditory ability and motivation. Pimsleur and his associates developed the Pimsleur Language Aptitude Battery (PLAB) based on these three factors to assess language aptitude. He was one of the first foreign language educators to show an interest in students who have difficulty in learning a foreign language, while doing well in other subjects. Today, the PLAB is used to determine the language learning aptitude or even a language learning disability among secondary school students. Dr. Pimsleur died unexpectedly of pneumonia during a visit to France in 1972.