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The Transition Period, Introduction, Words, Sounds and Pronunciation,…
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Introduction
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We first consider an issue of child language acquisition, because it was this field that many of the earlier cognitive learning.
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Words
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Babbling: earliest of which is babbling, which most commonly
consists of consonant–vowel sequences (e.g., bababa, dadada, and later bada).
What function do words have for children? Words in early child language fulfill a
number of functions:
They can refer to objects, such as ba for bottle; they can indicate
a wide range of grammatical functions, such as commands (I want my bottle); they
can serve social functions, such as bye and hi.
Children have to learn that words can
serve each of these functions.)
Sounds and Pronunciation
In these early stages, it is clear that the pronunciation of children’s words is not
exactly identical to that of adult speech.
Some sounds are
distinguished quite early, the difference between the consonants in [ta] and
[da]); others are, of course, learned later (wabbit for rabbit). Even when children
start using words that more or less resemble adult words, at least in meaning, there
are pronunciation differences
CHILD L2 ACQUISITION
We begin by noting that the boundaries of child SLA are somewhat arbitrary.
Child SLA refers to “acquisition by individuals young enough to be within the critical
period, but yet with a first language already learned”
Learner systems did not develop (and possibly
even fossilized) in settings where there was an absence of native-speaking peers of
the TL. Thus, the quality of the input to the learner was seen as a central variable in
L2 outcomes
That much research on adult SLA had its impetus in child L2 studies was noted
by Selinker, Swain, and Dumas (1975), where it was argued that the IL hypothesis
originally formulated for adult SLA could be extended to nonsimultaneous child SLA.
There it was shown that strategies of language transfer, simplification, and overgeneralization of TL rules affected the L2 production of the 7- to 8-year-old children in
the French immersion program studied. It was hypothesized that what made a cru-
cial difference to the cognitive processes of the children involved were the settings
in which the L2 was being learned.
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Syntax :
Morphology
Much of the impetus for initial work in SLA stemmed from work by Brown (1973)
and his astute observation that there was a predictable order of acquisition of cer-
tain inflectional morphemes in English.
Another well-known study comes from Berko (1958), who devised a famous
“wug” test to determine knowledge of grammatical morphemes. In this test, children
were shown a picture of a novel animal and were told that this was a wug.
He studied three children—Adam, Sarah, and
Eve—who learned English morphemes in roughly the same order, despite the fact that
this did not always occur at precisely the same age.
This initial stage is often referred to as the one-word stage,
because there is no word combination as yet.
Function words, such as articles, prepositions,
and grammatical endings, are notably lacking. As children move beyond the two-word
stage, speech becomes telegraphic
The fact that children at this stage may
use words such as allgone does not contradict this, for this word is likely to be only
one word in the child’s lexicon.
For example, children’s utterances might
include “Aaron go home,” “Seth play toy,” “Ethan no go
tage 1 Intonation.
Cookie? Mommy book?
Stage 2 Intonation with sentence complexity.
Yes/no questions. Children use declarative sentence order with rising intonation:
You like this? I have some?
Wh- questions. Question word with declarative order: Why you catch it?
Stage 3 Beginning of inversion.
Wh- questions maintain declarative order: Can I go? Is that mine? Why you don’t
have one?
Stage 4 Inversion.
Do you like ice cream? Where I can draw them? Use of do in yes/no questions (but
not in wh- questions).
Stage 5 Inversion with wh- questions.
When negation needs to be included, the declarative form is maintained: Why can he
go out? Why he can’t go out?
Stage 6 Overgeneralization of inversion.
I don’t know why can’t he go out.
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Underextension
. Children often overextend the meanings of words they know. For
example, Hoek, Ingram, and Gibson (1986) noted one child’s (19–20 months)
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In other words,
children often use words with more restricted meanings than the word has in adult
usage. This is known as underextension
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