Investigating willpower's role in child language acquisition: a theoretical perspective

Abstract

Language translates emotions, thoughts, and ideas. Linguists have long delved into how little ones learn their native language through diverse theories and perspectives, such as behavioral, cognitive, and nativist theories. This study, however, takes a unique perspective, seeking to understand how and why children learn and acquire their first language by examining child language acquisition through the lens of three major theories— Innate Theory, Behaviorist Theory, and Cognitive Development Theory. The study adopts a qualitative design, it assesses secondary data from earlier research via a thematic examination. Innate Theory considers the Language Acquisition Device as an inborn biological mechanism for language learning purposes. However, this study suggests that Willpower is what gets the LAD running. In contrast, Behaviorist Theory heavily focuses on the effects of outside influences on language learning. This paper contends that Willpower is necessary to prompt the child to respond with inhibitory control and, therefore, counteract the facilitation of performance that would otherwise follow from stimulus-response learning relationships between motivating and nonmotivating stimuli. Furthermore, the stages of language development by a child are explained, including how Piaget represented his Cognitive Development Theory. This study shows that strong Willpower gives children the emotional resilience to concentrate for a more extended period and use their brain power in learning a language. Moreover, this study provides an insightful understanding of Willpower and how it directs individuals to set realistic goals and helps one self-regulate in language acquisition — essential conduct for young learners to develop this motivation later.