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Child Language Acquisition

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Child Language Acquisition:
All children go through the same stage, but language learning varies
Before birth:
Language learning before birth. A child born (4 days old) in France could distinguish between French
and other languages: when he heard French, he sucked the feeder more vigorously than on hearing
other languages

Babies become attuned to the rhythm and intonations of the language around them
The First Year:

All babies cry in some manner around the world

At six weeks, cooing starts which makes reduplication

At six months, babbling sounds are closer to language

Parents help develop peaking

Caretaker language of parents-teachers turn taking

Exposed to language more

The entire environment is language

Parents converse with child-teach him conventions of turn taking. Repeating key words lead
him to understand vocabulary and syntax better

Babies between 0-3 months can even differentiate between voices

In early months, phonemes produced are hot culture specific (i.e. well – “we” sound is
phoneme, bell, “ba” sound is phoneme).

Around 10 months, these sounds develop into the native language like vocabulary or sound
so, then child language differs

Body recognizes simple and often repeated phrases as bye-bye, night, moon, toys.
Language Acquisition:
From one to two years, the Holophrastic stage:

Age of rapid vocabulary acquisition and basic syntax

First word spoken at about 12 months of age

Gain vocabulary of 200 words before 2nd birthday

Term Holophrastic means the first grammar

Lexical items learned are nouns (referring to things, toys, noun, etc.)

Vocabulary items relate to personal interactions
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Long/speech is linked with child’s wants and needs

Express emotions

Vocabulary is limited, car may refer to anything with wheels
Two-word stage; e.g; train go/plane fly

Sentences are not inflected-no indication of tenses

Use consonant sound example; m, h, b

Certain sounds (phonemes arrive before others)

Indulges plosive sounds: b+p and nasal sounds in response m+h

They babble

Language is limited but understanding is wider
Age 2-3:
Including the telegraphic stage

Huge increase in vocabulary

Learns vocabulary of 2000 words by the age of five and most are learned at this stage

Over-extension when a word is used more broadly then it is over extension e.g,
‘daddy’ might be used for all men

Under-extension-word used is used in a narrative context (shoes for everyone/plate)

Telegraphic stage is: child’s utterance has some longer, grammatically complex/some parts
missing)

Words have greater meaning like food-all-we going now

Child is logically coherent

Straight forward with subject (food) and verb (gone)

Often use auxiliary verb (is)

Not use → prepositions-determines (the/a) suffices tenses etc. at this stage

Use wider range of consonants- p, t, d, n, w, f

Can’t say polysyllabic words like ba /ra /na- repetition

Language repetitions from adults

Now understood to clause commands, hot or cold, day and night

Understanding contrasting concepts, hot or cold, day and night
Types of child languages
Monologues
About two children provide a running
commentary. As they become older, monologues
change into narratives
Dialogue
Children engage in a dialogue and need parents or
somebody to talk to
3-5 years-pre-operational stage:

Cognitive and social development with language development

Following feature develop with speed:

Connecting words example, because/if

Number words
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Words connected with emotions
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Family terms (aunt/brother)
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Colors
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Contrasting concepts (cold/hot, day/night)
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Vocabulary includes hypernyms (words for categories like animals/vegetables)

Vocabulary in hyponym (words within those families)

Home environment and family members are important

Use longer words with three or more syllables (el/e/phant-he/li/cop/ter)

Become competent in communication
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Increase knowledge of syntax/tenses and plurals)

They make virtuous errors, applying regular grammatical endings with irregular forms
e.g, runned/mouses/wented/thoughted

Berko Wug Test – 1958

Use questions and negotiations (rot)

Mixed up homophones-one/won (words with same sound)
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