Child Language Acquisition Flashcards
Phonetics
individual speech sounds (IPA)
Phonology
sounds systems & patterns of sounds of a language
Phoneme
distinct unit of sound
IPA
international phonetic alphabet / / symbols
Prosodic Features (PIVOTS)
Pitch
Intonation
Volume
Tempo
Stress
Place of articulation (phonology)
- articulators in our mouth (lips, tongue, teeth)
Connected Speech Processes
elision
assimilation
insertion
vowel reduction
Learning
intentional process
presupposes teaching
teacher controls pace
Aquisition
subconscious, natural process, learner controlled, does not presuppose teaching
CLA
- follows a predictable sequence
- age varies
Pre-verbal age gap
0-3 months
Pre-verbal Signs
- responses differ from primary caregiver to others
- engage in turn taking skills
- means of communication: crying, for different needs
- vowel sounds
Babbling age gap
3 - 12 months
Babbling signs
- produce range of speech signs (mostly vowels) deliberately
- recognise un/familiar sounds and smile
Babbling (4-6months)
- respond to change in tone/no
- vocal play - sounds like talking
- reduplication
- stops & nasal sounds
Babbling (7-12 months)
- connection: meaning & words emerging
- recognition of objects
-respond to direction
Holophrastic/One word age gap
12 - 18 months
One word stage features
- discover connections between word & meaning
- one word take place of whole sentence
- choose nouns & verbs that give most info
- learn names of familiar objects/people
- aware of social value of speech
Two words stage age gap
1-2 years
Two-word stage features
- form two-word utterance
- understand word order
- talk in 3rd person often
- no inflectional morphology, articles & preposition
Two-word stage vocabulary
50-200 words
Multi-word/telegraphic stage age gap
2-3 years
Multi-word stage features
- usually missing function words
- question words
- some inflectional morphology
- family members usually understand
- understand commands
Multi-word stage vocabulary
200-1000 words
Later multi-word stage age gap
3-4 years
Later multi-word stage features
- longer sentences
- usually fluent/reasonably clear
- talk about things not in immediate environment
- use lg creatively
- some plural/past tense
- pronouns used correctly
Later multi-word stage vocabulary
900-1000+
Phonetics & Phonology CLA
- vowels first
- CVCV structure
- prosody acquired as language develops
- parentese (train: choo-choo)
- modify/substitute sounds to what they have already aquired
- blend reduction
- insertion
- deletion: unstressed sounds
- reduplication
- assimilation (voiced/voiceless)
Morphology & Lexicology CLA
- rule learning
- errors: acquire rules first then overgeneralize
- limited vocabulary -> play with dev. morphology (i broomed it up)
- creative process
- the wug test: plural formation
- order of grammatical morphology
Order of grammatical morphology
- ‘ing’ present progressive
- ‘in, on’ prepositions
- ’s’ plural inflection
- ‘went’ irregular past tense
- ’-‘s’ possessive
- copular ‘to be’
- articles
- regular past tense ‘-ed’
- regular present tense
- irregular present tense
Syntax CLA
- acquire sense of words order in two+ word stage
- complex structures begin just after two-word stage
- negation
-questions
Syntax CLA - negation
- negative (no/not) + rest of sentence
- NP + -ve + VP
- learn don’t/can’t as alternatives - NP + aux + -ve + rest of sentence
- recognition of aux + -ve
Syntax CLA - questions
- rising intonation (phonology)
- Wh - questions formed without auxiliary unless contracted
- inversion of s + auxiliary: unnatural feature of English
Overgeneralization
children use a lexeme to refer to anything that shares similar characteristics
Undergeneralization
children use lexemes too specifically
Semantics CLA
- overgeneralization
- undergeneralization
- understanding of semantic field by school -> helps with acquisition
- synonym & antonymy common features (Stores)
Critical period
0-12/puberty
