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ACQUICITION HAS SOME BASIC REQUIREMENTS
ACQUICITION HAS SOME BASIC REQUIREMENTS
interaction with other language-users
exposure and learning from a language-using environment
physical ability to send and receive sound signals
Input
Input
the language that an acquirer/learner is exposed to or receives
Caregiver Speech
Caregiver Speech
= motherese or child-directed speech
- A style of communication used by caregivers when speaking with young children or infants
Features of caregiver speech
Features of caregiver speech
- frequent questions
- exaggerated intonation
- extra loudness
- slower tempo
- longer pauses
- treating actions and vocalizations as conversational turns
- baby talk
- simple sentence structures
- a lot of repetition
The Acquisition Schedule
The Acquisition Schedule
Normal children develop language along the same schedule as motor skills and brain maturation, with biological capacity to identify linguistic input and distinguish sounds from a young age.
Cooing/Babbling
Cooing/Babbling
* By ~2-6 months of age:
- Can produce sequences of vowel-like sounds, particularly high vowels.
- Can hear and discriminate between vowels [i] & [a] and syllables [ba] and [ga].Cooing/Gooing
* By ~2-6 months of age:
- Can produce sequences of vowel-like sounds, particularly high vowels.
- Can hear and discriminate between vowels [i] & [a] and syllables [ba] and [ga].
The Acquisition process
The Acquisition process
Children acquire language through active construction of possible language usage, not primarily through adult instruction or imitation.
Two-Word Stage
Two-Word Stage
* By 18-20 months of age:
- produce two words together e.g.:???
- begins as the child's vocabulary moves beyond fifty words.
- show appearance of a variety of combinations
ACQUICITION HAS SOME BASIC REQUIREMENTS
ACQUICITION HAS SOME BASIC REQUIREMENTS
interaction with other language-users
exposure and learning from a language-using environment
physical ability to send and receive sound signals
Input
Input
the language that an acquirer/learner is exposed to or receives
Caregiver Speech
Caregiver Speech
= motherese or child-directed speech
- A style of communication used by caregivers when speaking with young children or infants
Features of caregiver speech
Features of caregiver speech
- frequent questions
- exaggerated intonation
- extra loudness
- slower tempo
- longer pauses
- treating actions and vocalizations as conversational turns
- baby talk
- simple sentence structures
- a lot of repetition
The Acquisition Schedule
The Acquisition Schedule
Normal children develop language along the same schedule as motor skills and brain maturation, with biological capacity to identify linguistic input and distinguish sounds from a young age.
Cooing/Babbling
Cooing/Babbling
By ~2-6 months of age:
- Can produce sequences of vowel-like sounds, particularly high vowels.
- Can hear and discriminate between vowels [i] & [a] and syllables [ba] and [ga].Cooing/Gooing
By ~2-6 months of age:
- Can produce sequences of vowel-like sounds, particularly high vowels.
- Can hear and discriminate between vowels [i] & [a] and syllables [ba] and [ga].
The Acquisition process
The Acquisition process
Children acquire language through active construction of possible language usage, not primarily through adult instruction or imitation.
Two-Word Stage
Two-Word Stage
By 18-20 months of age:
- produce two words together e.g.:???
- begins as the child's vocabulary moves beyond fifty words.
- show appearance of a variety of combinations
Developing Morphology
Developing Morphology
By the time a child is two and a half years old:
going beyond telegraphic speech forms
incorporating inflectional and functional morphemes
Overgeneralization
Overgeneralization
in L1 acquisition, using an inflectional morpheme on more words than is usual in the language (e.g. two foots)
Developing Syntax
Developing Syntax
Three identifiable stages of formation of questions and the use of negatives
Stage 1: between 18 and 26 months
Stage 2: between 22 and 30 months
Stage 3: between 24 and 40 months
Developing Semantics
Developing Semantics
during the holophrastic stage:
use their limited vocabulary to refer to a large number of unrelated objects.
Ex:
used bow-wow to refer to a dog and then to a fur piece with glass eyes, a set of cufflinks and even a bath thermometer.
=> bow-wow: seemed to have a meaning like “object with shiny bits.”
other children often extend bow-wow to refer to cats, cows and horses
Overextension:
Overextension:
In L1 acquisition, using a word to refer to more objects than is usual in
the language
overextend the meaning of a word on the basis of similarities of shape, sound and size, and, to a lesser extent, movement and texture
Ex:
ball-> lampshade
tick-tock->watch-> a bathroom scale with round dial
fly => the insect => specks of dirt, crumbs of bread
sizo => scissors => extended to all metal objects
Semantic development in a child’s use of words: a process of overextension initially, followed by a gradual process of narrowing down the application of each term as more words are learned
Overextension isn’t necessarily used in speech comprehension.
Ex: One two-year-old used apple to refer to a number of other round objects like a tomato and a ball, but had no difficulty picking out the apple, when asked, from a set of round objects including a ball and a tomato.
Hyponymy: always use the “middle” level term in a hyponymous set (Ex: animal – dog – terrier). => children first use dog with an overextended meaning close to the meaning of “animal”
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