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OBJECTIVES
Know the language system a child of the age 5 acquire. List the issues that are related to 1L acquisition. Explain the theories that interpret 1L acquisition. List the requirements for L1 acquisition. Explain the role of Caretaker speech (motherese) in L1 acquisition. Explain the stages of L1 acquisition. Explain how children develop morphological, syntactic and semantic language systems.
The capacity to learn language is deeply ingrained in us as a species, just as the capacity to walk, to grasp objects, to recognize faces. We dont find any serious difference in children growing up in congested urban slums, in isolated mountain villages, or in privileged suburban villas Dan Slobin, The Human Language Series 2 (1994)
BASIC REQUIREMENT
Environment and interaction to bring this capacity into operation- E.g. Genie The child must be physically capable(being able to hear) Interaction.
The biological schedule is related to the maturation of the infants brain to cope with the linguistic input
Young children acquire the language by identifying the regularities in what is heard and applying those regularities in what they say.
L1 ACQUISITION
Stage cooing
30+ months
COOING
Few weeks: cooing and gurgling, playing with sounds. Their abilities are constrained by physiological limitations They seem to be discovering phonemes at this point. Producing 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.
BABBLING
Different vowels and consonants ba-ba-ba and gagaga 9-10 months- intonation patterns and combination of ba-ba-ba-da-da Nasal sounds also appear ma-ma-ma 10-11months use of vocalization to express emotions Late stage- complex syllable combination (ma-dagaba) Even deaf children babble The most common cross-linguistic sounds and patterns babbled the most, but later on they babble less common sounds
TWO-WORD STAGE
Vocabulary moves beyond 50 words By 2 years old, children produce utterances baby chair, mommy eat Interpretation depends on context Adults behave as if communication is taking place.
TELEGRAPHIC STAGE
By 2 years & a half, they produce multiple-word speech. Developing sentence building capacity. E.g. this shoe all wet, cat drink milk, daddy go bye-bye Vocabulary continues to grow Better pronunciation
DEVELOPING MORPHOLOGY
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 after it comes the s for plural. Overgeneralization: the child applies s to words like foots mans and later feets and mens
DEVELOPING MORPHOLOGY
The use of possessive s appears mommys bag Forms of verb to be appear is and are The ed for past tense appears and it is also overgeneralized as in goed or holded Finally s marker for 3rd person singular preset tense appears with full verbs first then with auxiliaries (does-has)
DEVELOPING SYNTAX
A child was asked to say the owl who eats candy runs fast and she said The owl eat candy and he run fast. The development of two syntactic structures- three stages
Forming questions Forming negatives
FORMING QUESTIONS
1st stage: Insert where and who to the beginning of an expression with rising intonation E.g. sit chair? Where horse go? 2nd stage: More complex expression E.g. why you smiling? You want eat? 3rd stage: Inversion of subject and verb E.g. will you help me? What did I do?
FORMING NEGATIVES
Stage 1: Putting not and no at the beginning e.g. not teddy bear, no sit here Stage 2: Dont and cant appear but still use no and not before VERBS e.g. he no bite you, I dont want it Stage 3: didnt and wont appear e.g. I didnt caught it, she wont go
DEVELOPING SEMANTICS
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.
This is followed by a gradual process of narrowing
DEVELOPING SEMANTICS