語言發展的過程
Language Development
一般來說 , 兒童大概在一至兩歲左右便開始使用語言來與人溝通 . In general, children start their first word to communicate at age 1-2.
在一至兩歲時 At age 1 - 2 ...
兒童會說一些簡單的單字詞 , 這些單字詞多數代表日常可見的用品 ( 如 : 餅 , 波 ) 和 簡單的動作 (如 : 要 , 食 ) . 稍後 , 兒童會將學到的單字組合來表達自己 (如: 要波 , 食餅 ) . 可是 , 這時兒童的發音未必百份百準確 .
Expressive Language
At first, children usually produce 1-element utterances. These utterances consist simple, familiar nouns (e.g., doggy) and verbs (e.g., go). Then, children start to combine 2 words together to form 2-element utterance. For example, verb-object structure (daddy kick), subject-verb structure (boy gone), negation-X structure (not dada). However, since children's phonological system does not complete at that stage, they may have some speech errors.
Receptive Language
Children can comprehend objects. They can answer simple Yes/No question and A-not-A question.
在兩歲半時 At age 2 - 3...
兒童學到的詞語日漸增多及豐富 , 開始會說些簡單的句子 ( 如 : 我食餅 ) 來表達要求 . 同時開始懂得發問問題 , 並喜歡一邊玩一邊跟自己說話 .
Expressive Language :
Children's vocabulary size keeps expanding. They starts to use nouns, verbs, adjectives, adverbs and other word classes to express their ideas. They starts to produce 3-element utterance, for example, subject-verb-object structure (daddy kick ball), subject-verb-adverbial structure (daddy gone work), etc. Later, they produce 4-element utterances, for example, subject-verb-object-adverbial structure (daddy's kicking the ball now), subject-verb-object1-object2 structure (you gave ball to Peter) At the same time, they starts to ask wh-questions and describe here-and-now events.
Receptive Language :
Children can comprehend 3-element commands involving color, number and spatial concepts. They can also answer who / where / what/ which questions.
在三歲時 At age 3 - 4...
兒童可以說出自己的名字和年齡 , 並懂得回答一些簡單的問題和回應指令 . 稍後 , 兒童能夠描述正在發生的事情 .
Expressive Language
Children can use coordinating conjunctions (e.g. and, who, so) to form coordinating and subcoordinating sentences. They start to produce narratives (story telling). They are able to use spatial terms (e.g. in, on, behind) and temporal terms.
Receptive Language
Children are able to comprehend up to more than 3 elements commands involves color, number and spatial concepts. They can comprehend when, why, how questions.
在四歲時 At age 4 - 5 ...
兒童能夠有系統地把多句句子組合來覆述已經發生的事情 , 開始懂得表達時間和空間的概念 . 同時愛發問 " 為什麼 " .
Expressive Language
Children incorporates complex noun phrase and verb phrases into the sentence. They can also produce sentence in passive voice. Besides, they produces more accuracte and complex narratives, they can use sentence-connecting devices (e.g. however, actually) and make use of intonation and word order pattern to control the distribution of emphasis. Later, their metalinguistic skills are developed, they starts to tell jokes.
Receptive Language
Children can comprehend most of adults' utterance. They are able to comphrehend metaphor, riddles and jokes.
在五歲時 At age 5 ...
兒童的發音基本上已經準確 , 同時能夠有效地運用語言與他人溝通 . 開始明白笑話和懂猜謎語 .
By age 5, both children 's receptive language and expressive language are more and less similar to the adult form. Their phonological system is fully developed. In general, their speech and language are free from errors.
以上已經簡介了語言發展的過程 , 有一點必須要注意 , 兒童的發展因人而異 , 受家人和環境等因素影響 , 所以每位兒童的語言發展會有一點的差異 .
但是 , 如果發現兒童的語言發展比正常的有明顯的差別 , 就應該帶兒童去找醫生或教學專業人士 , 由他們轉介至語言治療師去作一個詳細的語言評估 . 如果發現兒童真的出現語言阻礙 . 語言治療師會對兒童作出適當的治療 .
The above is the introduction of children's language development. However, we have to pay attention that each child is different from others. S/he language development is affected by parent-child interaction, external environments, etc. Thus, there may be some deviations on each child's language development.
However, if parents find that children's language is suspected to have some significant deviation or delay, parents can bring children to their family doctors or consult educational professionals. They can refer the children to speech therapist to carry out a speech and language assessment. If necessary, speech therapist can provide treatment to facilitate the children's speech and language.
所有資料只可作參考用途 , 本網不會對此負任何責任 REFERENCE ONLY
參考資料來源: "語言發展知多少" 香港言語治療主任(醫療)工會 編制
Reference Source :
Translated from pamphlet "語言發展知多少" 香港言語治療主任(醫療)工會 編制
Crystal, D., Fletcher, P. (1992) The Grammatical Analysis of Language Disability. London:Whurr
Heep Hong Society (1995) Children Development Guide. Hong Kong: Heep Hong Society
中英文版本或有差異 Difference exists between Chinese / English version