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Acquisition of Morphosyntax, ACQUISITION OF MORPHOSYNTAX (Part 1, Carroll)…
Acquisition of Morphosyntax
Later Grammar
Around 3 to 5 years of age.
Acquisition of Morphosyntax
Grammatical Morphemes
Some are absent in early word combinations.
Used to convey meaning.
Like verbs and nouns.
Brown and Cazden (1973)
In their study looked at 14 morphemes in use by children.
They observed the omission of copulative verbs and articles.
Moerk (1981)
Concludes that the relationship between frequency of exposure and morpheme acquisition may have been dismissed prematurely by Brown.
Brown (1973)
investigated
Order of acquisition.
Linguistic Complexity
Semantic complexity
Refers to the complexity of the
ideas expressed.
Include
Plural morpheme
Time
Third-Person Regular
Syntactic Complexity
Refers to the complexity of the expressions used to convey the idea.
Focused on
The order of the morphemes.
Rejected the notion that frequency could explain the acquisition of grammatical morphemes.
Pinker
Found that when a different subset of morphemes was considered, the correlation between frequency and order of acquisition dropped sharply.
Productivity in Morphology
Berko (1958) found that
Children
Show productive control of
Grammatical morphemes
Acquire
Morphological rules
Overregularization
Child's use of regular morpheme in a word that is irregular
Stages
First stage
Children
'Analyze' unanalyzed forms
Use the word correctly
Second stage
Children
Understand the regular past-tense-morpheme
Overregularize the word
Third stage
Children
Overregularize the word to the irregular forms
Later Syntactic Development
Children develop the ability to use different
Emerging sentence constructions
Negatives
Klima and Bellugi (1966) found that
Negation come in
Stages
First stage
1 more item...
Second stage
1 more item...
Third stage
1 more item...
Questions
Klima and Bellugi (1966) proposed that
Questions are acquired in
Stages
First stage
1 more item...
Second stage
1 more item...
Third stage
1 more item...
Passive sentences
In which the agent of the action
Is the syntactic object of the sentence
Maratsos (1974) found that
Children
About 3 to 3.5 years
Understand the passive voice
About 3. 5 to 4 years
Had difficulty with passive voice
Complex sentences
Coordination
In which two simple sentences
Are conjoined with a variety of conjunctions
Children combine their sentences
With a variety of conjunctions
And
3 more items...
Complement
A noun phrase
That includes a verb
That express more than one idea or preposition
Children
About 3.5 and 4 years
Use complements as
1 more item...
Relative clauses
Subject relative clause
Modifies a noun
Object relative clause
Modifies an object
Children's first relative clauses
Tend to be Object relatives
Metalinguistics and Discourse
The Emergence of Linguistic Awareness
Meta-linguistic awareness
Ability to make language forms.
Metalinguistic awareness skills
are different from
Primary linguistic skills
Children’s system for expressing meanings
Gleitman, and Shipley (1972)
Their research studied:
2 years-old children.
Attend to the form of speaker´s utterance
Semantic
Syntactic knowledge
Grammatically acceptable sentences.
Grammatically unacceptable sentences.
3 years-old children
Pragmatic knowledge
The results showed that:
Young children have some metalinguistic skills.
Berthoud (1975)
found that
Children use words such as
train
when asked for a long word.
Osherson and Markman (1975)
Showed that:
Concepts of words are not separate from their referents.
To communicate a speaker (a child) must learn to:
Select appropiate words to the situation and the listener.
Discourse Processes in Children
Conversational skills implies:
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Taking turns.
Sharing conversational topics.
Taking the listener’s needs into account.
Formulating requests.
Categories of child utterances
Nonadjacent
Without a previous adult´s utterance
With a definitive pause
Adjacent
Right after adult utterance
Noncontingent
Not share the same topic
Imitative
Share a topic
No add information
Repeated utterance without change
Contingent
Both share same topic
Add information
Narrative skills
Children
Holding a conversation
Tell good stories
Discourse coherence
Two levels
Local
Cohesive ties
Successive sentences
Global
Discourse as a whole
Particular genre
Referential communication skill
Message
To refer objects
Language in the school
Communicating in the classroom
It contains a wealth of verbal interaction
Variety of communicative situations
Study areas
Psycholinguistics
Education
Sociolinguistics
Researches
Classroom Discourse
Decontextualized language
Contextualized language
It happens outside formal education situations
Conversational participants
Immediate context
Teachers' use of discourse
Techniques to gauge the students' learning
Questions from everyday discourse
Initation-Replay-Evaluation sequence
A teacher poses a question to a student, receives a replay, and then evaluates the students' answer
Formal language use
Teachers use a formal speech in classroom
It distinguishes personal opinion from factual content
Children learn another type of language besides the colloquial speech
Teacher's attention is a scarce resource
Communicative rules
Interaction
Communicative competence
Behavior
Learning
Intellectual competence
Acquiring Classroom Skills
Reading assignments
Reading understanding
Ask for assistance
#
Requests
Justification of the request
Clarification of the request
Direct, honest and relevant answers
Children respond to informative and clear messages
Teachers' interaction with students
Teachers' perception of students' communication skills
Narrative skill
Reading and language development
Language in the school
Comprehension skills
Interpretation of sentences in a given communicative context
Interferences from individual statements
Extraction of sentences' meanings
Monitoring of one's own comprehension
Reading skills
Scanning of sentences in a text
Extraction of the visual features of letter and words
Printed-Speaking language relation
Phonological awareness development
Written skills
Phonological Awareness and Reading
Difficulty in linking graphemes to phonemes
Lack of one-to-one correspondence
Different pronunciation of graphemes
#
Weakness of metalinguistic awareness of phonemes
Difficulty in literary analysis
Weakness of conscious awareness of linguistic units
Syllable segementation
#
Phoneme segmentation
Codification of phonemes into syllables
Lack of awareness of fundamental relationship between sound and written words
Metalinguistic awareness development
#
#
Top-Down and Bottom-Up processes
Difficulty to identify printed words
Encouragement of using the sentence context to figure out the meaning
Generation of possible words
Semantic support
Spelling support
Reading efforts
#
Words' recognition
Sentences cohesion
Summarizing paragraphs
Cross-Linguistic Differences in Later Grammar
Cross-linguistic studies enable to explore:
Universal aspects of language.
Acquisition of locative expressions
Learned in the same order in different languages.
Particular aspects of language.
Italian children knew more social words.
Hebrew-speaking children produced questions with MLUs earlier.
Cross-linguistic studies makes a distinction between:
Conceptual complexity.
Formal complexity.
ACQUISITION OF MORPHOSYNTAX (Part 1, Carroll)
Mind Map 4
TEAM 4
Cisneros Rosas Katia Paola #1663683
Esquivel Rivera Alejandra #1685976
Frías García Yaretzi Berenice #1749030
Martínez García Daniela Gerardini #1557711
Rodríguez Solís Amalia Josefina #1725060
