The Structural Mutation of Motifs and Mental-Social Derivations of "Language" Phenomenon in Vygotsky and Jean Piaget’s Views

Language and social dimensions are considered to be factors in cognitive development and culture provides the symbolic ways of the process of development. Cultural identities and their stability are shaped in the contextof history and "language". As a result, social coherence and collective identity are inevitably dependent on language and variations in historical conditions unavoidably lead to changes in cultural and linguistic identities. In studying the recognition of language structure, schools such asinneism (Chomsky), constructivism (Vygotsky), behaviorism (Skinner), and cognitive constructivism (Piaget) stand out. Each school tries to figure out the function of language structure in accordance withinner, cognitive and social interactions of an individual. Just as Vygotsky relates the development of language to social phenomena and social system, Piaget relates the formation of language to different stages of a child’s mental development and considers intelligence and sensory-motor activities to be prerequisites for access to a language. From this viewpoint, on the one hand, the evolution of mind and intelligence helps the comprehension of the issue and essence of language and on the other hand, language structure is combined with thought structure and language gets an inner form. In other words, language phenomenon relates to mental and social structures and forms its behavior conforming to internal and external elements.