Editing Language acquisition (section)

=== Social interactionism ===
{{Main|Social interactionist theory}}
Social interactionist theory is an explanation of [[language development]] emphasizing the role of social interaction between the developing child and linguistically knowledgeable adults. It is based largely on the socio-cultural theories of Soviet psychologist [[Lev Vygotsky]], and was made prominent in the Western world by [[Jerome Bruner]].<ref>Bruner, J. (1983). ''Child's Talk: Learning to Use Language''. Oxford: Oxford University Press.</ref>

Unlike other approaches, it emphasizes the role of feedback and reinforcement in language acquisition. Specifically, it asserts that much of a child's linguistic growth stems from modeling of and interaction with parents and other adults, who very frequently provide instructive correction.<ref>{{cite journal|last1=Moerk|first1=E.L.|year=1994|title=Corrections in first language acquisition: Theoretical controversies and factual evidence|journal=International Journal of Psycholinguistics|volume=10|pages=33–58|url=https://psycnet.apa.org/record/1996-30150-001|access-date=2019-08-29|archive-url=https://web.archive.org/web/20190829210059/https://psycnet.apa.org/record/1996-30150-001|archive-date=2019-08-29|url-status=dead}}</ref> It is thus somewhat similar to behaviorist accounts of language learning.  It differs substantially, though, in that it posits the existence of a social-cognitive model and other mental structures within children (a sharp contrast to the "black box" approach of classical behaviorism).

Another key idea within the theory of social interactionism is that of the [[zone of proximal development]]. This is a theoretical construct denoting the set of tasks a child is capable of performing with guidance but not alone.<ref>Vygotskii [Vygotsky], L.S. 1935. "{{lang|ru-Latn|Dinamika umstvennogo razvitiia shkol'nika v sviazi s obucheniem.|italics=no}}" In {{lang|ru-Latn|Umstvennoe razvitie detei v protsesse obucheniia|italics=no}}, pp. 33–52. Moscow-Leningrad: Gosuchpedgiz.</ref> As applied to language, it describes the set of linguistic tasks (for example, proper syntax, suitable vocabulary usage) that a child cannot carry out on its own at a given time, but can learn to carry out if assisted by an able adult.