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Child Language Acquisition - Spoken Acq
Child Language Acquisition - Spoken Acq
REVISION PACK
ENB6 CLA
BEGINNINGS OF LANGUAGE DEVELOPMENT
Children all around the world seem to acquire language by passing through a similar set of stages; although the time it takes to move from one
stage to the next can differ from child to child. The same pattern of development occurs regardless of the language, but children do not
develop at the same pace.
STAGES OF DEVELOPMENT
Before birth
Research suggests that whilst in the womb, babies become used to the rhythms and
around them.
Crying
During the first few weeks of a childs life, the child can express itself vocally. Different kinds of cry can be identified from one signalling
hunger or distress for example. This suggests that cries are distinctive noises and as such, cannot really be described as language.
Cooing
This generally occurs when babies are around 6-8 weeks old. It is thought that during this stage the child is discovering its vocal chords and
sounds like coo goo and ga-ga are made.
Babbling
This is the most important stage during the first year of a childs life. It usually begins when the child is between 6 and 9 months. At the onset
of babbling, the baby begins to make sounds that more closely resemble adult language.
Combinations of sounds are produced such as ma ga and da. Sometimes these sounds are repeated producing what is known as
reduplicated monosyllables e.g.: mama, dada, baba. Such sounds still have no meaning, but parents are often eager to believe their child is
speaking its first words. As well as babbling, the baby is likely to blow bubbles and splutter.
WAYS OF SIMPLIFICATION
DELETION:
Children will often simplify pronunciation by deleting certain sounds:
Final consonants maybe dropped e.g.) the t sound in hat and cat
Unstressed syllables are often deleted e.g.) banana becomes nana
Consonant clusters are reduced e.g.) snake becomes nake , sleep becomes seep
SUBSTITUTION
Another form of simplification involves substituting harder sounds with easier ones.
R (as in rock or story) becomes w
Th (as in there, that or thumb) becomes d, n or f
T (as in toe) becomes d
P (as in pig) becomes b
REDUPLICATION of sounds is another common phenomenon. This occurs when different sounds in a word are pronounced the same way
such as dog becoming gog.
UNDERSTANDING
Berko and Brown (1960) describe how a child referred to a plastic fish as his fis. When an adult asked is that your fis? he replied no, my
fis. When he was told that is your fish he replied yes, my fis. Another child confused card/cart and jug/duck in his speech, but when shown
pictures of the items, could correctly identify them. This proves that understanding may develop faster than the ability to pronounce things.
ENB6 CLA
PRAGMATIC DEVELOPMENT - WHAT DO WORDS DO?
Language functions
Michael Hallidays Learning how to mean proposed seven main functions that spurred a child to want to use language.
FUNCTION
WHAT IT IS
Language used to fulfil a
INSTRUMENTAL
speakers need
REGULATORY
INTERACTIONAL
PERSONAL
INFORMATIVE
HEURISTIC
IMAGINATIVE
This can be a complex system which is difficult to apply to data, therefore, John Dores Infant Language Functions is a lot simpler to learn.
FUNCTION
EXAMPLE
LABELLING
REPEATING
ANSWERING
REQUESTING ACTION
CALLING
GREETING
PROTESTING
PRACTISING
ENB6 CLA
GRAMMATICAL DEVELOPMENT part 1
This example shows how children in this stage focus on key words. Words that convey less information such as in or the for example, are
missed out.
Confusion as to what a child actually means during the two-word stage can arise because children dont know tenses or plurals yet. Also,
depending on the CONTEXT of the utterance it might have more than one meaning. Take the following example from Bloom (1973):
ACTION
POSSIBLE MEANING
Mummy sock
Mummy sock
Cruttenden (1979) divided the acquisition of inflections into the following three stages:
1) In the first stage, children memorise words on an individual basis
2) In the second stage they show an awareness of the general rules of inflections. They observe that past tense forms usually end in ed
so instead of ran they say runned. This kind of error is known as OVERGENERALISATION.
3) In the third stage, correct inflections are used
UNDERSTANDING GRAMMATICAL RULES
Children produce accurate grammatical constructions from an early age, and researchers have tried to determine if they have learned this
themselves or have copied adult speech. A famous experiment was carried out by Jean Berko (1958) who showed children pictures of fictitious
creatures he called Wugs. At first, the child was shown a picture of one creature and told this is a Wug. Then, they were shown a picture of
two Wugs, and the children were asked to complete the sentence Now there are two. Children aged 3 and 4 replied Wugs. As they could
never have heard this word before, it because clear that they were applying the rule that plural end in -s/ However, children between the ages
of 2 and a half and 5 often OVERGENERALISE with plurals, so we hear things like sheeps and mouses.
ASKING QUESTIONS
Research suggests this happens in three stages:
1) Relying on intonation in the two-word stage e.g.: daddy home? Said with a rising tone
2) During their second year children acquire question words such as what and where resulting in questions such as where daddy gone?
They cant yet use auxiliary verbs such as has
3) In their third year, children can use auxiliary verbs and learn to say is Joe here? however, they cant always use wh-words correctly yet
and might say things like why Joe isnt here?
NEGATIVES
This also happens in three stages:
1) Words no and not are used in front of other expressions e.g.) no want
2) During the third year dont and cant are used e.g.) I dont want it
3) In the third stage more negative forms are acquired such as didnt and isnt and negative constructions are used more accurately.
Genie could not speak or stand upright. She had spent every day bound naked to a childs potty seat and could move only her hands and feet.
At night she was placed in a kind of straightjacket and caged in a crib with wire mesh sides and a cover. Whenever Genie made a noise her
father beat her. He never communicated with her in words; instead he growled at her and barked at her instead.
After she was rescued she spent a number of years in excessive rehabilitation programs including speech and physical therapy. She
eventually learned to walk and to use the toilet. She also eventually learned to recognise many words and speak in basic sentences.
Eventually she was able to string together two word combinations like big teeth then three word small two cup. She didnt however, learn to
ask questions and didnt develop a language system that allowed her to understand English grammar.
Four years after she began stringing word together, she is still unable to speak fluently. A san adult she speak in short, mangled sentences like
father hit leg big wood and Genie hurt which when pieced together can be understood.
This shows that children like Genie who are abandoned and abused and not exposed to language for many years, rarely speak normally.
Some language experts have argued that cases such as these suggest the existence of a critical period for language development; but other
issues can cloud these cases.
A2 Language Development
David Crystal (1996)
Cries, Burps and Burbles
Babbling on
First Words
MLU Score
1.1 2.0
2.0 2.5
2.5 3.0
3.0 3.5
3.5 4.0
Stage
1
2
3
4
5
Function
What children are trying to do with
their language (e.g., make
requests, ask questions, make
statements)
Meaning
The states, events and relationships about which children talk
Meaning here refers to meaning shown in performance.
Structure
The way in which the language is put together its grammar
Function
What children are trying to do with their language
Meaning
The states, events and relationships about which
children talk
Structure
The way in which the language is put together its syntax
or grammar
giving information
asking and answering questions of various
kinds
requesting (directly and indirectly)
suggesting
offering
stating intentions/ asking about those of
others
expressing feelings and attitudes and asking
about those of others