Language  acquisition  2007
Upcoming SlideShare
Loading in...5
×
 

Language acquisition 2007

on

  • 583 views

 

Statistics

Views

Total Views
583
Views on SlideShare
583
Embed Views
0

Actions

Likes
0
Downloads
11
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Language  acquisition  2007 Language acquisition 2007 Presentation Transcript

  • Language Acquisition Betül Gök Yasemin Aydın Dilek Göçer
  • What is language acquisition? *The process by which humans acquire the capacity to perceive and comprehend language.
  • Language acquisition has some basic requirements; Children require interaction with language-users Particular language-using environment Physical capability of sending&receiving sound signals.
  • INPUT  Human infants are helped in their language acquisition by older children&adults in home environment who provide input for the child.  The speech style adopted by someone who spend a lot of time interacting with a baby is called caregiver speech.
  • Features of caregiver speech;  Frequent use of questions  Using exaggerated intonation  Extra loudness  Slower tempo with longer pauses
  • Some examples from Turkey; -hanimiş annesinin kuzusu? -senin o buynuşunu yeyim ben -uçak geliyor aç ağzını bakıyım -babası ne almış oğluşuna araba mı almış? -düştü mü kızım hop etti bebeğim hop etti
  • The acquisition schedule  All normal children develop language roughly at the same time.  The language acquisition schedule has the same basis as the development of motor skills.
  • Cooing&Babbling  Cooing is described as the earliest use of speech-like sounds.  0-2 months:Reflexive crying, vegetative sounds (coughs, sneezes), Sounds reflecting their physical state.  2-5 months : Cooing and laughter. Early consonants develop, sounds from the back of throat, laughs and giggles form (to the enjoyment of parents).  4-6 months :Vocal play, babbling gets more adult-like, range and pitch play,, bilabial trills are common (raspberries).  6-12 months :Reduplicated babbling ex: mamama, pitch control develops, ability to sound out some consonants and vowels.  9-18 months :Non-reduplicative babbling, varying of consonants and vowels.
  • First Language Acquisition The one-word stage  can begin to utter recognizable words  phonemes that resemble words or simple phrases  Children’s first words typically employ the same consonants children favor in the late stages of babbling: stops [p, t, k, b, d, g], nasals [m, n], and glides [y, w], and often use consonant-vowel syllable structure. The most preferred first vowel is a low back [a].  Ba-ba, ma-ma sounds
  • The two-word stage  develop more complex phrases  a more complete thought than in the previous stage.  ‘anne mama, baba gitti, su ver’, ‘kötü kedi’  'Baby chair' could mean... Possession: 'this is baby's chair' Request/command: 'put baby in chair' Statement: 'baby is in the chair'
  • Telegraphic speech  the child’s analytical skills enhance  their ability to form complete sentences emerges.  Roughly age two  Multiple-word  ‘ deniz çay sevdi’, ‘ anne odada uyuyor’  their vocabulary increases at a rate of as many as 10 words per week.
  • The acquisition process  Roughly 4 year old child  Repeat what they heard in a different versions  Adopt lots of vocabulary from the speech they hear  Do not correct the child
  • Developing Morphology  2,5 years old – telegraphic speech forms  Inflectional morphemes  First – ing form  Next – plural s (overgeneralization)  Possessive inflection –’s  Different forms of the verb ‘to be’  First regular past tense forms  Later irregular past tense forms  The regular –s marker on third person singular present tense verbs
  • Turkish Children  Plural (çoğul eki –lar, -ler ) is begin to use at 20-23 months. ( arabalar , bebekler etc. )  Children understand the pronouns at 2.5 years old and use them at 3 years old (beni , bana , seni , sana , senin ) (benim arabam, senin oyuncağın )
  • Developing Syntax  In the formation of questions and the use of negatives,  There are three stages  1. stage ( 18-26 months)  2. stage ( 22-30 months)  3. stage ( 24-40 months)
  • Forming questions  The child’s first stage has two procedures.  Simply add Wh form ( Where, Who)  Rise in intonation  In the second stage, more complex expressions  In the third stage , the required movement of auxiliary ( Can I have.. )
  • Examples Stage 1  Where Momy ?  Where horse go ? Sit chair ? Stage 2  Why you smiling ? See my doggie? Stage 3  Can I have ?  Why kitty can’t ( It doesn’t spread to all Wh questions automatically)
  • Examples from Turkish  15-17 months ‘ne’ ( mu ne ? )  18-20 months ‘nerede’ (neyde abba?)  23-24 months ‘niye’ (niye vermiyorsun?)  ‘hangi’ (hangi abba? )  25-30 months ‘mi-ne zaman’  INTONATION  Child : Simiti kim aldı ?  Mother : Simiti dayın aldı.  Child : Dayı mı aldı ?  Mother : Evet , dayın kendi aldı simiti.  Child : Kendiiiii ???
  • Forming negatives  Stage 1 : putting no or not at the beginning (No sit here , no teddy bear)  In the second stage , the additional negative forms don’t and can’t appear ,with no or not ( He no bite you I don’t want it)  Third stage : incorporation of other auxiliary forms ( didn’t , won’t )  Children operate their own rules by forming negatives Adult correction is useless.
  • Examples from Turkish  Anne yok / baba yok  Oyun şimdi değil  Turkish children use – me and –ma at 24. months ( gitme , oynama etc. )
  • Developing Semantics  Overextension  Followed by a gradual process of narrowing down the application of each term as more words are learned.  Lexical relations ( animal-dog-poodle)  Antonymous relations are acquired quite late.
  • Examples from Turkish  A child says ‘Bak baba , araba’ (pointing out a bike ) – overextension  A child pointing out a horse and says ‘dog’