Vocalization
Vocalization to Babbling Before talking, babies make a range of noises, crying,
cooing, gurgling. About the seventh month, children typically begin to babble,
forming what can be described as repeating syllables . Vocalization to Babbling
Before talking, babies make a range of noises, crying, cooing, gurgling. About the
seventh month, children typically begin to babble, forming what can be described
as repeating syllables. The development of sounds using the intonation shapes of
the first language is clearly a learned phenomenon, so when Children babble
follow the intonation shapes of the language they understand.
Babbling to Speech
Between 6to 8 months the child produces a number of different vowels
and consonants, such as ba-ba-ba and ba-ba-da-da, which at times can
almost soundlike a real speech they also uses consonants B, M, D and G.
Explaining the acquisition order of consonants and vowels
In the meaningful speech process, Consonants seem to be obtained in front-to-
back order, where 'front' and 'back' relate to the root of the sound articulation.
One word stage
Between 12 – 18 months children produce one or two recognizable words.
Ordinarily, children speak along with physical movement. The produce words
that utter everyday objects such as milk, cat , spoon
Holophrastic stage
At this stage children use single words to express a whole-sentence like
meaning. They are expressing a complex of ideas in a single word or in a
fixed phrase. For instance, “bottle” might refer to only plastic bottles, and
“dog” might be used for not only dogs, but cows and lambs as well.
Two word stage
It begins around 18 – 20 months.in this case children produce at least 50
different words.in this case simple sentences are grammatically incorrect .in this
case vriety combination of words appeared .for example . baby chair-more milk-
cat bad .in this case the expression of phrase babychair may be taken as: an
expression of possession for ex: this is baby’s chair. Or as a request for ex: put
baby in the chair.
Telegraphic speech
This stage begin between 2-3 years . The child begins producing a large
number that could be classified as multiple-word speech. In this case we have low
incidence of function words such as articles preposition and so on and we have
close approximation of word order it means they speak in a right word order and
as well as the have vriety of purposes for example requests,, name, refuse and so
on. EX: This shoe all wet 2- daddy go by by
Developing morphology
By the time a child is two-and-a-half years old, he or she is going beyond
telegraphic speech and the child indicates the grammatical function of the nouns
and verbs used. Such as adding S plural morpheme or past tense ed
Steinberg’s explanation
The order of morphology acquisition can be clarified clearly and easily
by following the concepts of psychological learning.
Variable 1: ease of observability of referent: The better it is for a child to see , hear or otherwise
perceive the clear meaning.
Variable 2: meaningfulness of referent: The child who wishes to connect will learn
more easily than others who lack that curiosity.
Variable 3:distinctiveness of sound in signaling the referent: The child is able to
distinguish the speech tone that signals the morphology.
Morpheme referents which are more observable and carry more meaning will be
more quickly learned than those which are not
Why are Progressive and Prepositions ‘in’ and ‘on’ learned earliest
Pragmatic morphology concerns the action of certain objects, while preposition involves the
physical location of those objects.
Why are Plural and Possessive learned before Third Person?
These two morphmes contain physical events, circumstances, and objects that are easily seen
in the world. The third person is more abstract.
Why past irregular learned before past regular?
Sound changes from present to past are much more apparent for irregular verbs than for
normal verbs.
THE DEVELOPMENT OF SPEECH COMPREHENSION
Fetuses and Speech Input
The mother's speech sounds were developed to be sufficient to reach the fetus' ear over the
background sounds.
Newborns (neonates) and Speech Input
Speech Comprehension Occurs without Speech Production
In Normal Children Speech Comprehension Develops in Advance
If children would not first learn to understand the meaning of terms and phrases,
they would not have been able to use words or phrases in a practical manner. Of
Speech Production
Relative Paucity of Comprehension Studies
The output of the speech development process, the child's utterance, is something that can be
directly experienced while the product of the understanding process, meaninng, cannot be
interpreted.
3.THE RELATIONSHIP OF SPEECH
PRODUCTION,
SPEECH COMPREHENSION AND THOUGHT
a. Speech Comprehension Necessarily Precedes Speech Production:
Children must be able to understand the meaning of the words.
b) before they themselves can produce it
Children must first be introduced to statements with a direct relation to the
papers referred to before they themselves can continue to make those
statements.
Thought as the Basis of Speech Comprehension
The meaning that underlies the interpretation of speech are ideas that are in the mind of a
human.
Without the content of thought, the child will have little to attribute as the meaning of terms
and phrases.
One cannot begin to learn such abstract terms without first knowing words for things that are
clearly visible in the universes.
4. PARENTESE AND BABY TALK
Paarentese is a speech style in which parents talk to babies in a slower way and
children receive such a speaking when they are young .
-Characteristic of Parentese
1. Immediacy and concreteness: Speech used by parents and others when
referring to children a variety of distinctive characteristics that
specifically support the language learning.
2.Grammaticality of input
Speech presented to children is strongly grammatical and simplified.
3.Short sentences and simple structure
4.Vocabulary: simple and short
5.Exaggerate intonation, pitch, and stress
Adults exaggerate intonation and use a slower tempo, and frequently
repeat or rephrase what they or their children say
6.Older children too adapt their speech
7.Father versus mother speech: Fathers prefer to use a number of
pragmatic techniques in the speech they use for babies.
Baby Talk
It means When people use baby talk , they change regular words into words that
are basically nonsense. Baby Talk includes the use of vocabulary and grammar
that is highly simplified and limited.
Vocabulary
Baby Talk Words is that they are meant to reflect the sounds of different things.
Syntax
Syntax play a less prominent role in Baby Talk than does vocabulary
Should baby talk be used?
Yes, it is. There is no good reason to be harmful
5.Learning through imitation
Children may repeat single words or phrases, but not these sntences structures. It
is likely that the children understand what are the sentences but they express
what they understand by their own
For examples :
Mum is hungry = mum hungry
The cat is sleeping = cat sleep
6.Learning through correction
Adult corrections are unlikely to be a particularly successful determinant of how a
child talks. The child will continue to use a customized form, despite the adult's
repetition of what the right form should be.
Example :
Child : My teacher holded the baby rabbits.
Mother : Did you say your teacher held the baby rabbits?
Child : Yes.
Mother : Did you say she held them tightly?
Child : No, she holded them loosely
7. LEARNING ABSTRACT WORDS
Children learn the meaning of words, beginning from the concrete. Then go to the
abstract. Children master abstract vocabulary by hearing these words. Metaphor
also helps children understand complex ideas
78. MEMORY AND LOGIC IN LANGUAG
LEARNINg
Memory
Two basic forms of memory are used in language processing:
1.associative learning, where there is a relation between the object and the sound-form
name of the object.
2. Episodic learning, where entire things or circumstances are recalled along with
sentences and words that some have spoken.
Logic
Children use inductive logic
Young children use deductive logic
