The Role of Linguistic Input in the Development of Lexical and Syntactic Competence in Early Childhood: A Comparative Review of Four Major Theories

Abstract

Before acquiring a foreign language, a person must first master their native tongue. The strategies that are associated with this process are highly influential in subsequent foreign language learning efforts.  First language acquisition (FLA) is a complex process influenced by a combination of biological, cognitive, and environmental factors. This article explores the role of input in developing lexical and syntactic knowledge during FLA, examining four primary theoretical frameworks: behaviorism, nativism, cognitivism, and interactionism. Behaviorism emphasises imitation and reinforcement as key mechanisms for language learning, while nativism posits an innate language faculty, or universal grammar, that guides acquisition. Cognitivism focuses on the role of cognitive development, suggesting that language acquisition is intertwined with broader cognitive abilities such as memory and problem-solving. Interactionism, on the other hand, highlights the importance of social interaction and the dynamic relationship between a child’s innate abilities and their linguistic environment. The article explores the question of how these theories inform our understanding of vocabulary (lexicon) and syntax development. Lexical knowledge begins with the recognition of sounds and progresses to the acquisition of words, with children rapidly expanding their vocabulary through strategies like fast mapping. Syntactic development involves mastering sentence structures, verb inflection, and complex grammatical rules, often through exposure to varied linguistic input. The interaction between lexicon and syntax is crucial, as children use their growing vocabulary to infer syntactic rules and vice versa. Practical implications for language education are also discussed, emphasising the need for rich, varied linguistic input to support both first and second language learners. The article concludes that while innate predispositions and cognitive abilities are essential, the quality and nature of environmental input play a critical role in shaping a child’s linguistic competence. These insights stress the importance of creating supportive, interactive, and linguistically diverse environments to foster robust language development.