EL 101 (Ma'am yu) Flashcards
During the first two or three years of development, a child requires interaction with other language-users in order to bring this general language capacity into operation with a particular language such as English
Basic Requirements
The simplified speech style adopted by someone who spends a lot of time interacting with a young child.
Features: Frequent use of questions- exaggerated intonation- extra loudness- slower tempo with longer pauses.
Forms: Simplifies words ( nana – tummy) forms with repeated simple sounds and syllabuses for things in the child’s environment ( choo-choo, kii-kii )
Caregiver Speech
sequences of vowel-like sounds- high vowels [i] and [u]. –
4 months: sounds similar to velar consonants [k] & [g]
5 months: distinguish between [a] and [i] and the syllables [ba] and [ga], so their perception skills are good.
Cooing
6-8 months: Different vowels and consonants ba-ba-ba and ga-ga- ga
9-10 months: * Intonation patterns and combination of ba-ba-ba-da-da. * Nasal sounds also appear ma-ma-ma
10-11 months: * Use of vocalization to express emotions * Complex syllable combination (ma-da-ga- ba)
Babbling
18-20 months: Vocabulary moves beyond 50 words
2 years old:
children produce utterances ‘baby chair’, ‘mommy eat’
Interpretation depends on context .
Adults behave as if communication is taking place. (feedback).
Two word stage
Between 2 years and a half they produce multiple words speech
The number of words changes
the variation in word forms begin to form.
Telegraphic Speech
Grammatical inGlections begin to appear
Simple prepositions are used ( in, on ).
By 2 years & a half: - Vocabulary is expands rapidly.
The child initiates more talk.
By tree: Vocabulary continues to grow. Better pronunciation.
Telegraphic Speech
The child is NOT being taught the language.
The child’s linguistic production appears to be mostly through trying out constructions.
The child does NOT acquire the language through a process of imitating adult speech.
Adults “ corrections “ are NOT very effective..
The child will continue to use personally constructed forms.
The Acquisition Process
0 By 2-and-a-half years old:
Use of some inflectional morphemes to indicate the grammatical function of nouns and verbs.
The first inflection to appear is –ing ( mommy reading book )
2-After it comes the –s for plural ( boys- cats ) Overgeneralization: the child applies –s to words like ‘foots’ ‘mans’ and later ‘feets’ ‘mens’
3-The use of possessive ‘s’ appears ‘mommy’s bag’
4- After that, forms of verb to be appear ‘is’ and ‘are’.
5- Went and came appear simultaneously with forms such as was
6- Then, The appearance of –ed inGlection would appear in the child’s speech. - Also The –ed inGlection would be overgeneralized as in ‘goed’ or holded’ .
7-Finally –s marker for 3rd person singular preset tense appears with full verbs Girst then with auxiliaries (does-has)
Developing Morphology
A child was asked to say the owl who eats candy runs fast and she said the owl eat candy and he run fast.
Two syntactic structures appear:
Forming questions
Forming negatives
They appear through three stages:
Stage 1 = 18-26 months
Stage 2 = 22-30 months
Stage 3 = 22-40 months
Developing Syntax
Stage 1= has two procedures:
Add a WH-form to the beginning of the expression
Utter the expression with a rise in intonation towards the end. E.g. Where kitty? Doggie?
Stage 2= more complex expressions. E.g. What book name? You want eat?
Stage 3= movement of the auxiliary in questions becomes evident. I can have….cam I have ?
Forming Questions
Stage 1= Putting not and no at the beginning E.g. not teddy bear, no sit here
Stage 2 = Don’t and can’t appear but still use no and not before VERBS E.g. he no bite you, I don’t want it .
Stage 3= didn’t and won’t appear e.g. I didn’t caught it, she won’t go
Forming Negatives
During the two-word stage children use their limited vocabulary to refer to a large number of unrelated objects.
Overextension: overextend the meaning of a word on the basis of similarities of shape, sound, and size. e.g. use ball to refer to an apple, and egg, a grape and a ball. ( p.180)
This is followed by a gradual process of narrowing down as more words are learned .
Developing Semantics
this device provides children with acknowledgement of those features that are common to all languages.
Language Acquisition Device
The process of children’s learning their culture was usually studied without giving attention to the role language plays in the process.
- Sociocultural theory is a psychological and educational framework developed by Russian psychologist Lev Vygotsky. This theory emphasizes the role of social interactions, cultural context, and language in shaping human development and cognition. He posited that children learn language through interactions with more knowledgeable individuals, such as parents or caregivers. The Zone of Proximal Development (ZPD) concept reflects the range of tasks a child can perform with guidance.
Sociocultural Theory
Noam Chomsky) - Where behaviorism argues that all of language is acquired through different types of learning (stimulus response, classical conditioning, etc.) innatist theory argues that there are at least some aspects of language which must already be present in the child at birth.
Innatist Theory
