Free Linguistics Essay Samples

[…] Language acquisition is the process of learning a native or a second language. Children usually learn the sounds and vocabulary of their native language through imitation, and grammar is seldom taught to them because they rapidly acquire the ability to speak grammatically. This supports the theory of Noam Chomsky that children are able to learn the grammar of a particular language because all intelligible languages are founded on a deep structure of universal grammatical rules that corresponds to an innate capacity of the human brain (Chomsky, 1981) All new learners of English progress through the same stages of acquiring language. However, the length of time each student spends at a particular stage may vary greatly. […]

[…] The bizarre language of schizophrenics is one of Schizophrenia products. Schizophrenics speak a syntactically and morphologically similar to ordinary language, but their language is semantically and pragmatically different from normal speech. From a semantic standpoint in their language the ordinary differences between words, body states and actions are absent, and they create not representational or symbolic words and sentences. It is possible to suggest that “schizophrenic language is a language of equivalence, immediacy and action as contrasted with a language of self-awareness, thoughtfulness, reflection and communication” (Robbins). From a pragmatic perspective, schizophrenic language supports delusional thinking, because it does not distinguish mind and world. […]

[…] The focus of many language classrooms today is on the development of oral communication skills in order to help students to talk about themselves, relate to their peers and teachers, and function appropriately in the language. This development of interpersonal communicative skills is important, but it is not enough. It is also necessary to provide students with meaningful, relevant content-area instruction and contexts upon which to base their language skills. By using academic content areas as a basis for the language lesson, the teacher should focuse attention on higher-order thinking skills such as analyzing, synthesizing, or predicting and provide students with the appropriate language labels and conventions necessary to facilitate class work in that language(Crandall, Spanos, Christian, Simich-Dudgeon, & Willetts, “Integrating Language and Content Instruction for Language Minority Students”). […]

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