Surveillance The Act Of Surveillance - 1526 Words

The act of Surveillance refers to continuous monitoring of activities of a particular area or a person. Mass Surveillance refers to monitoring activities of a sample population or target group. The video monitoring at malls or stores and the installed CCTV at traffic signals is also an act of mass surveillance. However, such surveillance has become important part of business operation or road safety management due to video recorded proof in case of any crime. We stand at an age where nothing is anymore private or personal in terms of data and information confidentiality. The world is torn apart in two, one who supports Mass Surveillance in the name of security and the other despises such surveillance as it is harmful to right to privacy. However, there has been cases where Mass Surveillance has been misused, especially by the government, and have caused intrusion of privacy of the public in general. Mass Surveillance gained its rise post 9/11 terrorist attacks in the United States. I t was used in high frequency in order to monitor activities of suspected population and the act seems justified in a way as it was expected from the government to implement drastic scrutiny to prevent such grave attacks in the future. However, the secretive nature of such programs were exposed by Edward Snowden, a former contractor at National Security Agency in United States. The reaction of citizens and media were not favorable to the secretive programs of global surveillance as theyShow MoreRelatedThe Foreign Intelligence Surveillance Act Essay795 Words   |  4 PagesThe Foreign Intelligence Surveillance Court (FISC) was created by Congress in the Foreign Intelligence Surveillance Act (FISA) of 1978. The role of the Foreign Intelligence Surveillance Court is to provide judicial oversight of Intelligence Community activities in a classified setting. It is composed of federal judges appointed by the Chief Justice of the United States Supreme Court. The decisions of the court can be reviewed by the Foreign Intelligence Surveillance Court of Review (FISCR) and theRead MoreThe Foreign Intelligence Surveillance Act2036 Words   |  9 PagesDomestic Surveillance Citizens feeling protected in their own nation is a crucial factor for the development and advancement of that nation. The United States’ government has been able to provide this service for a small tax and for the most part it is money well spent. Due to events leading up to the terrifying attacks on September 11, 2001 and following these attacks, the Unites States’ government has begun enacting certain laws and regulations that ensure the safety of its citizens. From theRead MoreA Study of the Foreign Intelligence Surveillance Act1503 Words   |  6 Pages FOREIGN INTELLIGENCE SURVILLANCE ACT This act was created in 1978. It proposes methods for gaining judicial permission in order to carry out physical and technological search for a person, who might be a terrorist threat for USA, on behalf of a foreign power. In 1970, a man named Christopher H. Pyle discovered that the US army intelligence had hired 1500 officers whose job was to spy on protest or public demonstration that involved more than 20 people. This shocking news immediately capturedRead MoreVoyeurism and Surveillance: The Act of Performance Essay1677 Words   |  7 Pages(Barrett). This idea of the â€Å"surveillance society† strikes idea that these people are constantly being observed (London Evening Standard). It comments on the fact that the gaze influences the way that people portray themselves. In the United Kingdom, the cameras seem to provide mixed interpretation of the functionality in which it is debated as an invasion of privacy but at the same time, it offers a sense of safety and security by establishing that through surveillance that an individual must behaveRead MoreIs the Surveillance Aspect of The Patriot Act Constitutional?782 Words   |  3 PagesKnowledge is power, and with that power comes control a nd wealth. Any government would want to obtain through surveillance all the knowledge it can about its citizens and the Patriot Act does just that. The Patriot Act came about shortly after the 9/11 when the American public looked to the government for protection against future attacks. Many in congress did not have time to read nor thoroughly debate the legislation. Numerous times in the past the United States government has placed more emphasisRead MoreThe Workplace Surveillance Act 2005 ( Nsw )1841 Words   |  8 Pagesyour own workplace surveillance policy, in the near future. Please note that we will focus upon workplace ‘surveillance’ within the context of workplace privacy. This template of the policy and procedure outline also quotes the Workplace Surveillance Act 2005 (NSW) and is directly bound by this legislation. Every person has the right to privacy, and this right must be extended to the workplace. The following sub-sections contain a few clauses that must be in your surveillance policy; inclusive toRead MoreThe Pros and Cons of the Foreign Intelligence Surveillance Act 856 Words   |  4 PagesIntroduction Today, electronic surveillance remains one of the most effective tools the United States has to protect against foreign powers and groups seeking to inflict harm on the nation, but it does not go without a few possessing a few negative aspects either. Electronic surveillance of foreign intelligence has likely saved the lives of many innocent people through prevention of potential acts of aggression towards the United States. There are many pros to the actions authorized under the ForeignRead MoreMass Surveillance : An Act Of Tyranny Camouflaged As Humility2828 Words   |  12 Pagesâ€Å"Knowledge is power. Information is power. The secreting or hoarding of knowledge or information may be an act of tyranny camouflaged as humility.† - Robin Morgan With all the atrocities unfolding around us from the rise of ISIL to the recent Parliament Hill Shootings in Ottawa, it is easy for us to think - on impulse - that we need to do more to keep ourselves safe. It is easy for spy agencies to operate on the belief that they need to collect more of our information to fulfill their responsibilitiesRead MoreThe Foreign Intelligence Surveillance Act: Analysis, Pros and Cons1767 Words   |  8 PagesTHE FOREIGN INTELLIGENCE SURVEILLANCE ACT: ANALYSIS, PROS AND CONS INTRODUCTION The Foreign Intelligence Surveillance Act (FISA) is an Act of Congress passed in 1978 and signed by the then President Jimmy Carter. The Act stipulates the procedures to be followed when obtaining intelligence from foreign powers and agents of foreign powers both physically and electronically. The Act has been amended severally. In 2001, it was amended to involve groups and terrorist organizations not supported by foreignRead MoreMass Surveillance Is Not A Justified Method Of Governmental Intelligence Gathering1664 Words   |  7 PagesResolution: Mass surveillance is not a justified method of governmental intelligence gathering. We define the term â€Å"surveillance†, as the act of carefully watching someone or something especially in order to prevent or detect a crime, as does Merriam - Webster’s dictionary. We will have three main contentions. First: anti-terrorism, second: cost-effective, and third: it does not affect people. Contention One: Anti-Terrorism. Mass surveillance prevents terrorism in many ways. First, Mass surveillance is just

Essay about Genetically Modified Foods Speech - 1295 Words

Genetically Modified Foods GENERAL GOAL: I want to inform my audience. SPECIFIC SPEECH GOAL: I would like to increase the audience’s knowledge of genetically modified foods, their history, and the controversy that it involves. THESIS STATEMENT: I want to inform my audience by explaining exactly what genetically modified foods are, as well as, there intended purpose, history, advantages, disadvantages and controversy surrounding them. Introduction I. Before you eat a meal or snack do you ever actually think about where it comes from, what is in it, and how it will affect your body? Most people these days consider eating to be a mindless act, especially when they are so busy with school, work, and other things. They eat foods that†¦show more content†¦It also is used in an effort to enhance the nutrition and flavor or foods. This process was discovered in 1980. B. Skip ahead to 2004, 8.25 million farmers in 17 countries produce genetically modified crops. The United States and Canada are the top 2 producers and some of the only countries that do not require the labeling of GMO foods. Transition Statement: So as you can see genetic modification has been around for a while so what is the big deal now? Some people will tell you there are many good reasons for GMOs, while many will give you a very different view. III. The Advantages versus the Disadvantages of GMOs. A. Supporters will tell you that GMOs help produce more nutritious tastier foods, disease and drought resistant plants, increased supply of food to help feed the world, reduced pesticide use, economic and environmental benefits, and reduced energy use. B. Those who oppose GMO’s will tell you the opposite. They say that GMOs are created in a lab with methods totally different from natural breeding methods. The say GMO’s can be toxic, allergenic, or less nutritious, they are not adequately regulated, and they actually increase pesticide use, as well as, create serious problems for farmers. C. Those opposed believe the only ones benefiting from GMO’s are big businesses like Monsanto. Monsanto’s company is the largest producer of herbicides, pesticides andShow MoreRelatedInformative Speech : Genetically Modified Foods986 Words   |  4 PagesKeyanna Ralph Professor Enslen SPC 1017 12 November 2015 Informative Speech Outline TOPIC: Genetically Modified Foods General Purpose: To inform Specific Purpose: At the end of my presentation, the audience will be informed on what genetically modified foods are, where they are found, and some of the controversial advantages, and disadvantages that are associated with them. Introduction Attention Getter and relate to audience: Before you eat a meal or snack do you ever actually think aboutRead MorePersuasive Speech : Genetically Modified Food1222 Words   |  5 Pagesproduction of genetically modified food. Specific Purpose: To persuade the audience to take action against genetically modified food and realize the risks of GMO’s. INTRODUCTION A. Attention Gainer: What do you call a fish with no eyes?....a fsshhhh. Where do pencils go for vacation?.....Pencil-vania. What does a nosey pepper do? †¦.gets jalapeà ±o business. Jokes may be fun, but when it comes to genetically modified food there is no joking around. B. Reason to Listen: Genetically modified food can causeRead MoreGenetically Modified Food Speech Essay examples1369 Words   |  6 PagesTitle: Affects of Genetically Modified Food Topic: Genetic modified foods Specific Purpose: To inform about GM foods, the hazards and the reason they should be labeled Thesis Statement: Today I want to inform about GM foods INTRODUCTION Attention Material : How awesome would it be if your pet glowed in the dark? Or your family had a zebra-dog? How about a family dog that could take out the entire neighborhood in one lick? Now how about owning this dairy cow? Looks normal but its not. AllRead MorePersuasive Speech: Why We Should Abandon Genetically Modified Food1580 Words   |  7 PagesPersuasive Speech: Genetically Modified Food We all enjoy a cold glass of milk with homemade cookies, a refreshing pop on a hot summer day, and a juicy cob of corn in the summer months. But, do we ever wonder what is really in our food? Because genetically modified foods do not have to be labeled, you will likely never know if the food you are consuming is genetically modified. As a fellow member of the Organic Consumers Association, I am eager to inform you of why genetically modified food is an issueRead MoreGenetically Modified Organisms And The Food844 Words   |  4 Pages Do you know exactly what is in the food you eat every day? Do you read the food labels every time you eat different food? Are companies, factories, or stores stating the truth when they claim that their food is â€Å"organic† or â€Å"natural†? The answer is probably no, unless you really are interested in what you eat. But for the most part, a great majority of the population in this country have no idea what is in their food. Most of them probably don’t even know what the definition of the word â€Å"organic†Read MoreGenetically Modified Organisms And The Food System1684 Words   |  7 Pages or â€Å"genetically modified organisms,† are plants or animals that have been genetically engineered with DNA from bacteria, viruses or other plants and animals. These experimental combinations of genes from different species cannot occur in nature or in traditional crossbreeding. There are currently eight Genetically modified organisms available in grocer y stores across America, they are cotton, alfalfa, papaya, squash, soybeans, canola, corn and sugar beets. Many believe putting genetically modifiedRead MoreInformative Speech : Genetically Modified Organisms1535 Words   |  7 PagesJenna Persky Persuasive Speech Outline Topic: GMOs (genetically modified organisms) Audience: Speech class of students ranging from freshman to seniors, some may have prior knowledge of GMOs. General Purpose: To Persuade Specific Purpose: To persuade the people to stop eating GMO’s and eat organically. Thesis Statement: These human and environmental consequences are what lead people to eat organically. Today, there are a few points I would like to discuss with you all. 1) Introduction A) AttentionRead MoreInformative Speech Outline : Genetically Modified Organisms886 Words   |  4 Pages2016 Informative Speech Outline: Genetically Modified Organisms Introduction I. Open with impact: A. 1,996 pounds, or nearly one ton. This is an estimate of how much — by weight — the average American eats over the course of one year. II. Thesis Statement: In fact, the food industry states that 75-80 percent of foods contain genetically modified ingredients, and I am here today to give you information about them. III. Audience Connection: A. In simplest terms, we all consume food. Therefore, we areRead MoreBeing A Human Race : Genetically Modified Organisms1493 Words   |  6 Pagesabout are genetically modified organisms, also known as GMOs. When we think of GMOs, we think of manipulative ways to change DNA in organisms using technology. This is partially correct except for the fact that we humans have been genetically modifying organisms for a long time. According to Abbie Goldbas in her 2014 article, humans have genetically modified animals about 12,000 BCE by choosing the best features for making crops or traits preferred in livestock (Golbas 2014). Genetically manipulatingRead MoreGmo Essay952 Words   |  4 PagesPeople should be given the facts they need to make an informed choice, to have the right to choose, and to have the right to be heard. The lack of a mandatory labeling law on genetically modified organisms violates all three of those essential rights by not allowing consumers to truly understand what they are consuming. A survey by the National Research Center with a margin of

L1 Languange Acquisition Theory Free Essays

string(219) " refers to conditioning in which the organism\( a human being\) emits a response, or operant\( a sentence or utterance\), without necessarily observable stimuli; that operant is maintained\( learned\) by reinforcement\." Language is closely related to the human mind. The human mind, however, is very difficult to study, as it cannot be observed directly. But it leaves its traces everywhere, particularly in language. We will write a custom essay sample on L1 Languange Acquisition Theory or any similar topic only for you Order Now Language has been a window of the mind. Many people have tried to discern the workings of the mind from the growth of children. Psycholinguists are concerned with the mental processes that are involved in learning to speak, and are also interested in the underlying knowledge and abilities which children must have in order to use language and to learn to use language in childhood.Is language innate or is it learned after birth? Is there any biological foundation for language? How do children acquire their first language? These and other issues have the focus of interests and research to applied linguists, psycholinguists and language teachers. L1 acquisition theories are the attempted explanations for these unanswered questions. 1. Major Modern First Language Acquisition Theories How do children acquire language is at the center of the debate. Learning theorists such as Skinner maintained (1957)that language is acquired through reinforcement. Chomsky (1959 )argued that language was far too complex to be learned so completely in such a short space of time, by cognitively immature toddlers(baby, child), merely by reinforcement. He argued that the neonate arrives equipped with a LAD. This contains a set of rules common to all languages and allows children to learn any language which they are exposed to. Slobin (1985) suggested a similar innate device—the LMC (language making capacity). The interactionists perspective suggests that a combination of biological and cognitive factors plus linguistic environment are all necessary for the acquisition of language.Basically we shall discuss two schools of thoughts on the issue of language acquisition here. The question of how children acquire their first language is answered quite differently by the two schools of theories. The school of behavioristic theory believes that the infant’s mind at birth is a blank slate to be written on by experience. With regard to language, it claims that children acquire their L1 through a chain of stimulus-response-imitation-reinforcement. The other school of thoughts is based on the innateness hypothesis.People who hold the cognitive view believe that human babies are somewhat predisposed to acquire a language. They say that there are aspects of linguistic organization that are basic to human brain and that make it possible for human children to learn a language with all its complexity with little or no instruction from family or friends. The nature of language acquisition is still an open question and people are still probing the nature of the innateness of infant’s mind. 2. Brief History of Modern L1 Acquisition Research 1. Modern research on child language acquisition dates back to the late 18th when the German philosopher recorded his observation of the psychological and linguistic development of his young son. 2. Most of the studies carried out between the 1920s and 1950s were limited to diary like recordings of observed speech with some attempts to classify word types, and simply accounts of changes from babbling to the first word and descriptions of the growing vocabulary and sentence length. 3.Most observers regarded language development as a matter of imitation, practice, and habituation. 4. It was not until the 1960s that the study of L1 acquisition received a new major ‘impetus largely because of the Chomsky’s revolution and the creation of the generative grammar. Researchers began to analyze child language systematically and tried to discover the nature of the psycholinguistic process that enables every human being to gain a fluent control of the exceedingly complex system of communication. 5.In a matter of(about) a few decades of language some giant strides were taken, especially in the generative and cognitive model of language, in describing the nature of child language acquisition and the acquisition of particular languages, and in probing universal aspects of acquisition. 3. L1 Acquisition Theories: A Behavioristic Perspective L1 acquisition theories can roughly be divided into two major groups: behavioristic and cognitive. Behaviorists contend that language is a fundamental part of total human behavior. Behaviorists learning theories describe and explain behavior using a SR model. The basic tenet of behaviorism is that human beings can not know anything they have not experienced and children and adults learn language through a chain of ‘stimulus-response reinforcement’. Since one can not look inside a living organism, one can not observe its internal states. Hence one can not know anything about them. Any statements one makes about internal states or process are meaningless. Each organism is regarded as a black box that can not be opened for observation.The only meaningful statements one can make about the organism concern what goes into it (stimulus) and what comes out of it (response). The goal of behaviorists, therefore, is to discover and create predictable relationships between stimulus and response. Since they regard language as a basic part of total human behavior, they try to explain L1 acquisition process strictly in accordance with their basic tenet, focusing on the observable aspects of language behavior and their relationships or associations with the objects, events or states of affairs in the world.Some Basic Features of Behavioral Model Pavlov/ Skinner —focus on outwardly observable behavior like structural linguists. —language is a function of reinforcement. —learning is formed through stimili-response-reinforcer. —language is learned through environmental conditioning and imitation of adult models. —language acquisition is a process of habit-formation. — focuses on the immediately perceptible aspects of linguistic behavior—the publicly observable responses and relationships or associations between those responses and events in the world around. –Children are conditioned to learn language. Their parents reinforce and model good grammar and vocabulary use. —A behaviorist might consider effective language behavior to be the production of correct responses to stimuli. If a particular response is reinforced, it then becomes habitual, or conditioned. Two Main Representatives of Behaviorism Classic Behaviorism (Ivan Pavlov) Classic conditioning: the learning process consisted of the formation of associations between stimuli and reflexive responses. Neo-behaviorism (Skinner’s Operant Conditioning)Operant conditioning refers to conditioning in which the organism( a human being) emits a response, or operant( a sentence or utterance), without necessarily observable stimuli; that operant is maintained( learn ed) by reinforcement. You read "L1 Languange Acquisition Theory" in category "Papers" I t is learning from the consequences. Operant behavior is behavior in which one operates on environment â€Å"Operant† is used because the subject operates or causes some changes in the environment, producing a result that influences whether it will operate in the same way in the future. So verbal behavior is controlled by its consequences.Reinforcement can be defined as a stimulus or event that affects the likelihood that a behavior will be repeated. The nature of the reinforcement depends on the effect it has on the leaner. Criticisms of Behavioristic Theory of Language Acquisition No one denies the fact that behaviorism has made its due and early contributions to the development of child language acquisition theory. It emphasized the important and necessary roles of imitation, reinforcement, repetition, and practice in the process of language acquisition. But abstract nature of language shows that it not only contains verbal behaviors but an underlying and rule-governed system. First, in language acquisition, child often creates his own linguistic rules. The best example is that child over generalizes the grammatical rule of forming past regular verbs with ed and extends it to all irregular verbs and creates verbs like goed, comed, breaked, which, of course, are not the result of imitation of the adult’s language. Child’s generation of rules indicates that he creates his own rules and has his hypotheses tested in his LAD.Secondly, what child acquires is abstract language system, i. e. competence rather concrete performances to which he is exposed. There is no doubt that any sentence contains both surface and a deep structure. Although sometimes, surface structures of two sentences are the same, the meaning of the deep structures is completely different. The same surface structure and different meanings prove that a child can never understand the difference in meaning by imitating the two surface structures unless he goes deep into the underlying structures.Thirdly, since language is difficult and complicated, a child has to learn its structures and build his communicative competence. Adults can never teach the communicative functions of the language to the child. The drawbacks of the behavioristic acquisition theory are obvious; linguists are still in search of a theory that provides an overall and effective explanation to the child language acquisition. 1. L1 Acquisition Theories: A Cognitive Perspective Behaviorism, with its emphasis on empirical observation and the scientific experimentation, can not account for a vast domain of language acquisition that can only be explored by a deeply probing approach—the cognitive approach. Cognitive theory of L1 acquisition emphasizes the mental and psychological process and importance of cognition, thus opening a new horizon for L1 acquisition study. (1) Innateness Theory â€Å" †? This theory, also known as the nativist approachâ€Å" †? , is represented by Chomsky, Mcneill and Lenneberg.Chomsky attacked behavioristic theory of language learning and reasserted the mentalist views of L1acquisition. Chomsky stressed the active contribution of the child and minimized the importance of imitation and reinforcement. Nativists strongly held that language acquisition is innately determined, that human beings are born with a build-in device of some kind that predisposes us to l anguage acquisition, resulting in the construction of an internalized system of language. The child is born with the innate knowledge of language. This innate knowledge, according to Chomsky, is embodied in a â€Å"little black box† of sorts which Chomsky called language acquisition device or LAD. He assumes that the LAD probably consists of three elements—linguistic universals, a hypothesis making device, and an evaluation procedure. The so-called LAD has a number of linguistic universals, or universal grammar (UG) in store. It also has a hypothesis-making device, which is an unconscious process and enables the child to make hypotheses about the structure of language in general, and about the structure of language learning in particular.The hypotheses that the child subconsciously sets up are tested in its use of language, and continuously matched with the new linguistic input that the child obtains by listening to what is said in his immediate environment. This causes the child’s hypotheses about the structure of language to be changed and adapted regularly, through the evaluation procedure, and through a process of systematic changes towards the adult rule system. This view of the language learning process stresses the mental activities of the language learner himself and strongly questions the relevance f such external factors as imitation, frequency of stimulus and reinforcement. A child learns not through imitation but by creative hypothesis testing. For example, he hears a lot of hypotheses but only chooses what he needs and creatively produces the language of his own. Contrasting Child Language Input and Output Utterances a child hears Utterances a child produces 1. Pass me the milk. 2. Give me the milk. 3. Get me the milk. 4. Want some milk. 5. Drink some milk. 1. Mommy, milk. 6. Take the milk. 7. Taste the milk. 2. Milk. 8. There is no milk. 9. Milk, over there. 10.Milk, please. Some Basic Features of Innateness Theory / Nativist Approach Chomsky, Mcneill and Lenneberg —Language acquisition is innately determined, that we are born with a unique, biologically based ability of some kind that predisposes us to language acquisition—to a systematic perception of language around us, resulting in the construction of an internalized system of language. —Children are born with a special language learning mechanism in their brain called LAD. —Children can acquire grammatical rules subconsciously, with which they can generate an infinite number of sentences ith new meanings.A Summary of Innateness Theory / Nativist Approach In summary, mentalist views of L1 acquisition posited the following points: 1. language is a human-specific faculty. (ability) 2. language exists as an independent faculty in the human mind. Although it is part of the learner’s total cognitive apparatus , it is separated from the general cognitive mechanisms responsible for intellectual development. 3. the primary determinant of L1 acquisition is the child’s acquisition device, which is genetically endowed and provides the child with a set of principles about grammar. . the acquisition device ‘atrophies with age. 5. the process of acquisition consists of hypothesis-testing, by which means the grammar of the learner’s mother tongue is related to the principles of the universal grammar. But there are still some problems of Innateness Theory / Nativist Approach to L1 acquisition. The problem is that we could not prove the existence of LAD and the generative rules only deal with the forms of language and fail to account for the functions of language. Three Contributions of Nativistic Theories of L1 Acquisition Nativistic theories of child language acquisition have made at least three important contributions to the understanding of the L1 acquisition process. First, they accounted for the aspects of meaning, the abstractness of language, and the creativity in the child’s use of language. Secondly, they have freed L1 acquisition study from the restrictions of the so-called â€Å"scientific method† of behaviorism and begun to explore the unseen, unobservable, underlying, invisible, abstract linguistic structures being developed in the child in the L1 acquisition process.Thirdly, it has begun to describe the child’s language as a legitimate, rule-governed, consistent system. Psychological and linguistic experiments have found that one-week old babies can distinguish sounds in French from those in Russian. The reason that linguistic competence is based on human genes is asserted, and this finding seemed to suppor t Chomsky’s hypothesis of LAD existence. (2). Cognitive Theory. â€Å" †? The cognitive theory, represented by Slobin, Piaget and Bloom, attempted to account for the linguistic knowledge of the child by a more general theory of cognitive development.Slobin provides a more detailed account of the language acquisition process with the broad outlines of cognitive theory of language development. He suggests that language acquisition is in the same order with the conceptual development of the child. Language development is paced by the growth of conceptual and communicative capacities, operating in connection with innate schema of cognition. Cognitive development has great impact on the linguistic development, which, in turn, will affect conceptual formation.Jean Piaget is another cognitive psychologist who made a thorough renovation to the concept of children’s development of language and thought. In fact, he developed the experimental methodology for exploring children’s thought and studied systematically thought and logic of children. His study proved that the differences in thought between children and adults are of quality rather than of quantity. According to Piaget, language ability never develops earlier than cognitive ability. Human beings has two organizations one is functional invariants, ,in Piaget’s terminology, which determine how man and his environment react mutually and how man learns from environment.Another is cognitive structure, which is the outcome of the mutual reaction between functional invariants and environment. It is the functional invariants that are the central part of language acquisition. Many research findings proved that two facts are evident in the child language acquisition. Some Basic Features of Cognitive Theory –Child language growth is paced with the cognitive development of the concept and communicative ability —Linguistic and cognitive development keeps up the same pace and has interdependence. —emphasize the interaction of the child’s perceptual and cognitive development with linguistic and nonlinguistic events in his environment. We can never study the L1 acquisition thoroughly without considering the mental development of children in the first place. The formation of concept reflects the degrees of mental maturity. L1 acquisition depends on mental development.With the acquisition of concept, language acquisition enters from single-word phase to double-word phase, and later on to discourse. Intellectual development enables children to discard consciously what is unacceptable in a language community and assimilate what is acceptable. Finally children establish an internalized acceptable grammar system. Tips from child first language acquisition: 1. A man is bound to acquire a new language only if he is physically normal and grown up in a proper speech community. 2. Adults learn a second language in much the same way as a child acquires his mother tongues. . In language teaching, practice must be emphasized, sometimes reinforced practice needed. ( pattern drills , rehearsal ,substitution exercises etc. are necessary. ) 4. Language learning appears a matter of imitation, but imitation alone is inadequate for acquiring a language. 5. There is a natural order in acquiring a language. Stages of Child’s Acquisition of First Language During the process of L1 acquisition, child develops his native language in a more or less stage-like pattern. Different children of different nations usually undergo 4 similar and general phases of language development.Babbling, single-word utterance, double-word utterance and discourse. The numbering of these stages is quite arbitrary and varies from author to author. Based on the newest internet research data, child L1 development can be divided into 6 stages. 1. Pre-linguistic Period — the Babbling Stage ( — ) Crying is the child’s earliest vocalization. a. cooing, crying (heard by 3 months ) —a velar consonants such as /k/ and /g/ —high vowels such as /i/ and /u/ b. babbling (heard by 6 months ) —long sequences of consonants and vowels —syllables an be identified —intonation pattern can be heard —not linked to immediate needs —often uttered in isolation for pleasure —provides practice for later speech 2. Acquisition of Concept of the World —a child sees the world as the link between sound and meaning —words vary in the pronunciation: sounds which differ most are learnt first; consonants which are similar are learned last. 3. Holophrastic Stage —the Single Word Stage ( — ) —single words become more than just labels —intonation may be of question, command, request†¦ 4.Telegraphic Stage— the Double Utterance Stage and the Stage of Developing Grammar (18 months ) —words have been multiplied considerably and are beginning to appear in combination with each other to form two-word and three-word â€Å"sentences†. 5. Linguistic Behavior and Speech Capacity ( about age 3 ) —comprehend an incredible quantity of linguistic behavior —speech capacity expands —use of logical connections —become a â€Å"fluent† speaker —form good communicative skills 6. Social Functions of Language ( school age) —learn how to use language appropriately —learn to use language in social contexts How to cite L1 Languange Acquisition Theory, Papers