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In regard to the production of speech sounds, all typical humans are physiologically alike. It has been shown repeatedly that children learn the language of those who bring them up from infancy. Adopted infants, whatever their physical characteristics and whatever the language of their biological parents, acquire the language of the adoptive parents. Speech is species-specific to humankind. Physiologically, animal communications systems are of all sorts.

The animal sounds superficially most resembling speech, the imitative cries of parrots and some other birds, are produced by very different physiological means: birds have no teeth or lips but vocalize by means of the syrinxa modification of the windpipe above the lungs.

Almost all mammals and many other animal species make vocal noises and evince feelings thereby and keep in contact with each other through a rudimentary sort of communication, but those members of the animal kingdom nearest to humans genetically, the great apes, lack the anatomical apparatus necessary for speech. Certainly, speaking and hearing—as a primary means of communication—have a number of striking advantages: speech does not depend on daylight or on mutual visibility; it can operate in all directions over reasonably wide areas; and it can be adjusted in loudness to cope with distance.

Also, the physical energy required in speaking is extremely small in relation to the immense power wielded by speech in human life, and scarcely any other activity, such as running, walking, or tool using, interferes seriously with the process.

What is more a matter of controversy is the extent to which biological inheritance is involved in language acquisition and language use. The fact that language traditionally has been viewed as species-specific to human beings argues an essential cerebral or mental component, and in the 19th century certain aspects of speech control and use were located in a particular part of the human brain the Broca areanamed for the 19th-century French surgeon who discovered it, Paul Broca.

Whether the great apes have the mental capacity to acquire at least a rudimentary form of language has developed into an area of active research. No one inherits the ability to use a particular language, but children are typically born with the ability and the drive to acquire language—namely, the one or ones to which they are routinely exposed from infancy.

Children bring to this task considerable innate ability, because their exposure is largely to a random selection of utterances apart from any attempts at systematic teaching that they may encounter occurring in their general vicinity or addressed to them.

Yet by late childhood they have, through progressive stages, acquired the basic vocabulary of at least one language, together with its phonological and grammatical structure. This is substantially the same situation the world over, among literate and illiterate communities, and the process takes up much the same number of years of childhood. Thus, it would appear that all languages are roughly equal in complexity and in difficulty of mastery.

Certainly, children who acquire two languages do so at the same rate as children who acquire one language. There seems to be no theoretical limit to the number of languages a young child is capable of acquiring. It is therefore clear that humans bring into the world an innate faculty for language acquisition, language use, and grammar construction. Human children are very soon able to construct new, grammatically acceptable sentences from material they have already encountered; unlike the parrot in human society, they are not limited to mere repetition of utterances.

The part played by this innate ability and its exact nature remain unclear. Until the s scholars considered language acquisition to be carried out largely by analogical creation from observed patterns of sentences occurring in utterances received and understood by the child. Such a view, much favoured by persons inclined to a behaviourist interpretation of human learning processes e. Following the pioneering work of the American linguist Noam Chomsky in the late s, a number of linguists placed much more emphasis on the inherent grammar-building disposition and competence of the human brain, which is activated by exposure to utterances in a language, especially during childhood, in such a way that it fits the utterances into predetermined general categories and structures.

Additional areas of investigation in the late 20th century were the cognitive systems and abilities underlying language acquisition and use e. Language Article Media Additional Info. Article Contents. Load Previous Page. Language acquisition. Learn how the brain processes language. Load Next Page.