Input, innateness, and induction in language acquisition

Abstract

Input and innateness compliment one another in language acquisition. Children exposed to different languages acquire different languages. Children's language experience, however, underdetermines the grammars that they acquire; the constraints that are not supplied by input must be available endogenously, and the ultimate origin of these endogenous contributions to acquistion may be traced to the biology of the mind. To the extent that assumptions of innateness encourage greater explicitness in the formulation of theories of acquisition, they should be welcomed. Excessively powerful assumptions of innateness may not be subject to empirical disconfirmation, however. Therefore, attention should be devoted to the development of a theory of language input, particularly with regard to identifying invariants of input. In combination with a linguistic theory providing an account of the end‐state of acquisition, a theory of input would permit the deduction of properties of the mind that underlie the acquisition of language.