Language Acquisition and Language Development

Language AcquisitionLanguage Acquisition
andand
LanguageLanguage
DevelopmentDevelopment
-2--2-

Theories of Child Language AcquisitionTheories of Child Language Acquisition
Construction of grammarConstruction of grammar
 progressing from simple rules to more complex rulesprogressing from simple rules to more complex rules
ReinforcementReinforcement

 progressing from simple rules to more complex rules:progressing from simple rules to more complex rules:
oo no want some foodno want some food

oo I no want some food / I dont want some foodI no want some food / I dont want some food

oo I dont want no foodI dont want no food

oo I don’t want any food.I don’t want any food.

They are not mistakes in the child’s languageThey are not mistakes in the child’s language

They are not mistakes in the child’s language; theyThey are not mistakes in the child’s language; they
reflect the grammar at a certain stage of development.reflect the grammar at a certain stage of development.

Language DevelopmentLanguage Development
Unlike animals, whose cries of alarm areUnlike animals, whose cries of alarm are
inborn, humans need prolonged post-natalinborn, humans need prolonged post-natal
experience before they can produce andexperience before they can produce and
decode the sounds that are the basis fordecode the sounds that are the basis for
language.language.

inborn, humans needinborn, humans need prolonged post-natalprolonged post-natal
experienceexperience before they can produce andbefore they can produce and
language.language.

language.language. Children can learn a languageChildren can learn a language
only if they are exposed to the words ofonly if they are exposed to the words of
this language during a limited, criticalthis language during a limited, critical
period before puberty.period before puberty.

language.language. Children can learn a languageChildren can learn a language
this languagethis language during a limited, criticalduring a limited, critical
period before puberty.period before puberty.

language. Children can learn a languagelanguage. Children can learn a language
this language during a limited, criticalthis language during a limited, critical
period before puberty.period before puberty. Similar conditionsSimilar conditions
of exposure or non-exposure outside thisof exposure or non-exposure outside this
critical period, later in adult life, will havecritical period, later in adult life, will have
little effect on language acquisition.little effect on language acquisition.

In addition, the phonetic structure of theIn addition, the phonetic structure of the
particular language that someone hearsparticular language that someone hears
during the first few years of life willduring the first few years of life will
permanently affect the way that personpermanently affect the way that person
perceives and produces speech.perceives and produces speech.

During the first few months of life, infants do not haveDuring the first few months of life, infants do not have
any inborn predispositions for the characteristicany inborn predispositions for the characteristic
phonemes of any particular language.phonemes of any particular language.

Hence they can perceive and discriminate all theHence they can perceive and discriminate all the
sounds of any human language.sounds of any human language.

But eventually, people lose this ability.But eventually, people lose this ability.

But eventually, people lose this ability. For example,But eventually, people lose this ability. For example,
adult native speakers of Japanese cannot reliablyadult native speakers of Japanese cannot reliably
distinguish the English “R”distinguish the English “R” and “L” sounds, probablyand “L” sounds, probably
because this phonetic distinction does not occur inbecause this phonetic distinction does not occur in
Japanese.Japanese.

Studies have been conducted to determine upStudies have been conducted to determine up
to what age Japanese babies can stillto what age Japanese babies can still
discriminate between these two sounds.discriminate between these two sounds.

Studies have been conducted to determine upStudies have been conducted to determine up
to what age Japanese babies can stillto what age Japanese babies can still
discriminate between these two sounds.discriminate between these two sounds.
In these studies, discrimination was measuredIn these studies, discrimination was measured
by an increase in the frequency with whichby an increase in the frequency with which
the babies engaged in sucking behaviour orthe babies engaged in sucking behaviour or
turned their heads away when presented withturned their heads away when presented with
one of these sounds after they had habituatedone of these sounds after they had habituated
to the other.to the other.

It was found that at 4 months of age,It was found that at 4 months of age,
Japanese babies could distinguish the “R” andJapanese babies could distinguish the “R” and
“L” sounds just as well as 4-month-olds who“L” sounds just as well as 4-month-olds who
were growing up in English-speaking families.were growing up in English-speaking families.

But around 6 months of age, the two sets ofBut around 6 months of age, the two sets of
babies showed preferences for the phonemes ofbabies showed preferences for the phonemes of
their mother tongues.their mother tongues.

But around 6 months of age, the two sets ofBut around 6 months of age, the two sets of
babies showed preferences for the phonemes ofbabies showed preferences for the phonemes of
their mother tongues.their mother tongues.
By the time they were 1 year old, the babiesBy the time they were 1 year old, the babies
no longer responded at all to the phoneticno longer responded at all to the phonetic
elements of a language other than their own.elements of a language other than their own.

What should the child be able to do?What should the child be able to do?Language DevelopmentLanguage DevelopmentLanguage DevelopmentLanguage Development
Hearing and Understanding Speaking

Birth to One YearBirth to One Year
•Startles to loud sounds
•Quiets or smiles when
spoken to
•Seems to recognize your
voice and quiets if crying
•Increases or decreases
sucking behavior in response
to sound
•Makes pleasure sounds (cooing,
gooing)
•Cries differently for different needs
•Smiles when sees you
What should the child be able to do?What should the child be able to do?
(Birth - 3 Months)
AAt 4 months of age, Japanese babies could distinguish the “R” andt 4 months of age, Japanese babies could distinguish the “R” and
“L” sounds just as well as 4-month-olds who were growing up in“L” sounds just as well as 4-month-olds who were growing up in
English-speaking families.English-speaking families.

•Moves eyes in direction of
sounds
•Responds to changes in tone
of your voice
•Notices toys that make
sounds
•Pays attention to music
•Babbling sounds more speech-like
with many different sounds, including
p, b and m
•Vocalizes excitement and
displeasure
•Makes gurgling sounds when left
alone and when playing with you
What should the child be able to do?What should the child be able to do?Language DevelopmentLanguage Development
(4 - 6 Months)
AAround 6 months of age, the two sets of babies showedround 6 months of age, the two sets of babies showed
preferences for the phonemes of their mother tongues.preferences for the phonemes of their mother tongues.

•Enjoys games like peekaboo
and pat-a-cake
•Turns and looks in direction
of sounds
•Listens when spoken to
•Recognizes words for
common items like "cup",
"shoe," or "juice"
•Begins to respond to
requests (e.g. "Come here" or
"Want more?")
•Babbling has both long and short
groups of sounds such as "tata upup
bibibibi"
•Uses speech or noncrying sounds to
get and keep attention
•Imitates different speech sounds
•Has one or two words (bye-bye,
dada, mama). although they may not
be clear
(7 Months - 1 Year)
By the time they were 1 year old, the babies no longer respondedBy the time they were 1 year old, the babies no longer responded
at all to the phonetic elements of a language other than their own.at all to the phonetic elements of a language other than their own.

One to Two YearsOne to Two Years
•Points to a few body parts when
asked.
•Follows simple commands and
understands simple questions ("Roll
the ball," "Kiss the baby," "Where's
your shoe?").
•Listens to simple stories, songs, and
rhymes.
•Points to pictures in a book when
named.
•Says more words every
month.
•Uses some one- or
two- word questions
("Where kitty?" "Go bye-
bye?" "What's that?").
•Puts two words together
("more cookie," "no juice,"
"mommy book").
•Uses many different
consonant sounds at the
beginning of words.

Two to Three YearsTwo to Three Years
•Understands differences in
meaning ("go-stop," "in-on," "big-
little," "up-down").
•Follows two requests ("Get the
book and put it on the table").
•Has a word for almost
everything.
•Uses two- or three- word
"sentences" to talk about and
ask for things.
•Speech is understood by
familiar listeners most of the
time.
•Often asks for or directs
attention to objects by naming
them.

Three to Four YearsThree to Four Years
•Hears you when you call from
another room.
•Hears television or radio at
the same loudness level as
other family members.
•Understands simple "wh"
(who, what, where,why)
questions.
•Talks about activities at school or at
friends' homes.
•Speaks clearly enough that people
outside of the family usually
understand his or her speech.
•Uses a lot of sentences that have
four or more words.
•Usually talks easily without
repeating syllables or words.

Four to Five YearsFour to Five Years
Hearing and
Understanding
Speaking
•Pays attention
to a short story
and answers
simple questions
about it.
•Hears and
understands
most of what is
said at home and
in school.
•Makes voice sounds clear like other children's.
•Uses sentences that give lots of details (e.g., "I
like to read my books").
•Tells stories that stick to topic.
•Communicates easily with other children and
adults.
•Says most sounds correctly (except perhaps
certain ones such as l, s, r, v, z, ch, sh, th).
•Uses the same grammar as the rest of the family.

Language AcquisitionLanguage Acquisition
andand
LanguageLanguage
DevelopmentDevelopment
to be contiued …to be contiued …

Language Acquisition and Language Development

Language Acquisition and Language Development

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Was ist angesagt?

Was ist angesagt? (19)

Andere mochten auch

Andere mochten auch (19)

Ähnlich wie Language Acquisition and Language Development

Ähnlich wie Language Acquisition and Language Development (20)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

Language Acquisition and Language Development