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A Comparative Study of Vygotsky’s Perspectives on Child Language Development with Nativism and Behaviorism
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Author : Mehdi DASTPAK   - Fatemeh Behjat - Ali Taghinezhad  
Printing Year : 2017
Number : Volume 5 Issue 2
Page : 230-238
DOI Number: : 10.18298/ijlet.1748
Cite : Mehdi DASTPAK - Fatemeh Behjat - Ali Taghinezhad, (2017). A Comparative Study of Vygotsky’s Perspectives on Child Language Development with Nativism and Behaviorism. International Journal of Languages' Education and Teaching, Volume 5 Issue 2, p. 230-238. Doi: 10.18298/ijlet.1748.
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Abstract
This study aimed at investigating the similarities and differences between Vygotsky’s perspectives on child language development with nativism and behaviorism. Proposing the idea of the Zone of Proximal Development, Vygotsky emphasized the role of collaborative interaction, scaffolding, and guided participation in language learning. Nativists, on the other hand, believe in the existence of Language Acquisition Device. They maintain that language is innate and acquisition is instantaneous. They also believe that acquisition happens in spite of inadequate input. Behaviorists claim that nurture is crucial in the process of language development. They believe that language is taught through reinforcements in the environment. Children associate certain stimuli with certain behaviors and responses.
Keywords
Behaviorism, Child Language Development, Nativism, Vygotsky’s Theory, Zone of Proximal Development

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