This document summarizes key aspects of early language acquisition in children. It discusses pre-linguistic communication through gestures before children start using words. As children's vocabulary grows, they start combining words, first using holophrases and then two-word utterances that follow semantic roles. Grammatical categories emerge as children learn order rules and map semantic roles to syntactic positions. Both speech perception and production develop from babbling to first words to combining words. The acquisition of sign language follows similar developmental patterns to spoken language acquisition.
Power Point Presentation on how children learn languages. Practice II, didactics of ELT and practicum at primary school level, third year subject of the English Language Teaching Course at UNLPam.
Power Point Presentation on how children learn languages. Practice II, didactics of ELT and practicum at primary school level, third year subject of the English Language Teaching Course at UNLPam.
an introduction to psycholinguistics
chapter 1 How children learn language
21 slide of the first chapter explaining most important parts of the first chapter.
an introduction to psycholinguistics
chapter 1 How children learn language
21 slide of the first chapter explaining most important parts of the first chapter.
First and Second Language Acquisition Information
First Language
Milestones in Language Development
Phonology
First year: vocal play; canonical babbling
Second year: representational phonology (can distinguish the difference between phonemes)
Third year: phonetic inventory completion
Fourth year: phonological awareness grows
Lexicon
First year: recognition of own name; first word
Second year: word spurt; 50 word productive vocabulary
Third year: 500 word productive vocabulary
Fourth year: knowledge of derivational morphology; increases vocabulary
Grammar
Second year: first word combinations
Second and third years: increasing length of word combinations; adding grammatical morphemes;
negative and question forms
Fourth year: complex (i.e., multi-clause) utterances
Communication
First year: intentional communication begins
Second year: range of distinguishable communicative purposes grows
Third year: conversational initiative and responsiveness grow
Fourth year: narrative skills develop
Emergence of Responses and Vocalizations in the First Year of Life
Age Group Responses Vocalizations
Newborns Startles Crying
Is calmed by voice Vegetative sounds
Prefers mother’s voice
1-3 months Laughs Cooing sounds
Smiles at speaker Crying
Vowel sounds
3-7 months Responds to emotional intonation Speech-like sounds
(e.g., friendly, angry) Syllables
Reduplicated babbling
ba, ga, bababa
8-12 months Responds to name Varigated babbling
Responds to no gadabaga
Recognizes games and routines like Sentence intonation
Peek-a-boo or bye-bye Protowords
Recognizes some words
1
First Words
Many children go through a transitional phase between babbling and their first real words. The first
“real” words appear at the end of the first year for the normal child. These real words are preceded by
protowords or idiomorphs which are personally meaningful that are not real words like mutz when
given milk. The single-word stage has been called the holophrastic (“entire expression”) phase because
children use single words to express a complete thought. Milk could mean I want milk, I spilled the milk,
Mom has no milk, That’s milk. The holophrase derives its meaning in part from the context in which it
occurs.
Two-word utterances are referred to as telegraphic speech because they resembled the sparse syntax
used in telegrams that people sent to save money before e-mail and fax technology. The first two-word
phrases represent different kinds of intentions. Roger Brown, A First Language, The Early Stages,
described the semantic relationships which reflect the semantic roles of the words in the sentence:
Agent + action Mommy come.
Action + object Drive car.
Agent + object Mommy sock.
Action + location Sit chair.
Entity + location Cup table.
Possessor + possession My doggie.
Entity + attribute Crayon big.
Demonstrative + entity Dat money.
Children’s Complex Sentences, In Order of Developmen.
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3. Introduction
Language Acquisition of Children = Babbling =Identify and Label Object, Ask for desire
Very rapid advances
Studied by Psychologists and Linguists
Investigating individual or small groups of children over a period of years
Comparing children of different aged
But remain unanswered …..
Unanswered Question (for ex.)
Why do children acquire speech at this particular point in development?
What role does the child’s environment play in language development?
Do all children acquire language in the same way?
In this chapter …Children’s development until they have mastered
the basic linguistic structured of the language
4. Pre linguistic Communication
The social context of preverbal infants
1. Speech to children prior to birth
2. Speech to children in the first year of life
Pre linguistic gestures
1. Development of communicative intent
2. Beginning of intentional communication
3. Communicative competence and early comprehension
Up until the early part of infant’s second year, they use nonverbal ways to communicate
These gestures (nonverbal ways of communication), though basic, reveal a good deal
about the infant’s understanding of how communication works
Infant’s understanding of communication precedes and facilitates much of the child’s
acquisition of phonology, syntax, and semantics
5. The Social Context of Preverbal Infants
Speech to Children Prior to Birth
Read a book aloud during the last 6weeks of pregnancies
(De Casper and Spence, 1986)
Modified baby’s sucking rate
infants had heard and retained the stories presented to them in utero.
The infants also prefer their mother’s voices to those of strangers.
(De Casper & Fifer, 1980)
Newborns are prepared to perceive speech at birth
Speech to Children in the First Year of Life
Baby talk (motherese)
Higher in pitch, more variable in pitch, more exaggerated in its
intonational contours than adult-directed speech
= get and maintain the attention of infants
Infants prefer to listen to baby talk than adult talk(Fernald and kuhl, 1987)
Pre linguistic Communication
6. Pre linguistic gestures
1. Development of communicative intent
Gestures
Around 8 months of age
Piaget’s stage 3, 4 (series of stages of cognitive development in the first 2
year of life)
Piaget’s stage 3 (about 4 to 5 months): Children show little
understanding of goal-direct behavior.
If a child is given a rattle, shakes it, and enjoys the sound, he may
continue to shake the rattle.
8 months = more purposeful in behavior.
Just individual goal
2. Beginning of Intentional Communication
Assertions and Requests (Bates, Camaioni and Volterra, 1975)
Uses objects to gain adults’ attention and to communicate
More insistent about a response
The transition to speech acts can then be viewed as learning how to do
with words what already has been don without words.
Pre linguistic Communication
7. Pre linguistic gestures
1. Development of communicative intent
Gestures
Around 8 months of age
Piaget’s stage 3, 4 (series of stages of cognitive development in
the first 2 year of life)
Piaget’s stage 3 (about 4 to 5 months): Children show little
understanding of goal-direct behavior.
If a child is given a rattle, shakes it, and enjoys the sound, he may
continue to shake the rattle.
8 months = more purposeful in behavior.
Just individual goal
Pre linguistic Communication
8. Pre linguistic gestures
2. Beginning of Intentional Communication
Assertions and Requests (Bates, Camaioni and Volterra, 1975)
Uses objects to gain adults’ attention and to communicate
More insistent about a response
The transition to speech acts can then be viewed as learning how to do
with words what already has been don without words.
3. Communicative Competence And Early Comprehension
Infants use communicatively based strategies for comprehension prior to
developing full mastery of the various structures of their language.
Infants respond to complex speech by using a simple, action-based
comprehension strategy (Shats, 1978)
o “Put the dog in the car” 70%
o “Do you want to put the dog in the car?” 64%
–intentions = comprehension = production
Pre linguistic Communication
9. Early phonology
The development of speech perception
1. Categorical perception in infancy
2. The role of language experience
3. The role of prosodic factors
The development of speech
production
1. Babbling
2. Transition to speech
3. Phonological processes
in early words
10. The Development of Speech Perception
1. Categorical Perception in Infancy
How infants perceive speech categorically?
VOT (voice onset time)
/b/ : ~ 25 millisecond
/p/ : 25~ millisecond
Infants are born with perceptual mechanisms that are
attuned to speech categories (Elimas, at al., 1971)
Early phonology
11. The development of speech perception
2. The Role of Language Experience
Infant’s ability to perceive phonemic distinction from other
languages declines in strength during the first year of life.
(Werker, Gilbert, Humphrey, 1981)
Infants in the oldest group (10 to 12 month) showed essentially
no ability to perceive phonemic contrasts.
The ability to isolate words
Use statistical information, generalized and extract rule(Marcus,
Vijayan, at al., (1999)
These abilities are important to acquire the lexicon..
Early phonology
12. The development of speech perception.
3. The Role of Prosodic Factors
Infants also perceive prosodic factors.
Prosodic factor + statistical factor + extract rules
= segmentation and reconstruction = production of speech
The Development of Speech Production
1. Babbling
Reduplicated babbling (6 ~ 7 months)“bababababa”
Variegated babbling (11 ~ 12 months)“bigobabu”
They are practiced and mastered before they are used in
communicative ways
Early phonology
13. Development of Speech Production
2.Transition to speech
Idiomorphs
“ca ca ”= milk
Idiomorphs indicate that children’s language is creative.
Children have learned that it is important to be consistent when referring to
objects.
3. Phonological Processes in Early Words
Reduction, Coalescence, Assimilation, Reduplication
(L. Bloom and M. Lahey, 1978)
Systematically
Child cannot discriminate between the sounds that are confused.
Early Phonology
14.
15. One Word at a Time
Lexical
Development
Early Words
Concrete aspects of their environment
- Nominals (ex. Name of toy) - Action words (ex. Up, go)
- Modifiers (ex. Dirty) -- Personal and social words (ex. Please)
- Function words (ex. What) ( Nelson, 1973)
01
Fast mappingOlive vs Blue = Chromium vs Blue (3-4 years old)
“Get me the chromium tray, not the blue tray, the chromium one.”
02
Overextensions and Underextensions
Overextensions Ex. Four legged animals dog
Underextensions Ex. Shoes mother’s shoes
Their conceptual categories may actually differ from those of
adults.Attempt at humor(?)
03
The Role of Adult Speech
Original word game
A role of adult about infant’s learning of words
Parts? Whole?
Promoting infant’s lexical development.
04
16. Approaches to Holophrases
Use single words to express larger chunks of meaning
that mature speakers would express in a phrase or
sentence.
Holophrases with gestures appear to be precursors of
multiword utterances.
It is not clear what grammatical knowledge children
have at the holophrastic stage.
• One Word at a Time
• Holophrases
18. Emergence of Grammatical Categories
The Structure of Early Utterances
The two-word utterances the child says are neither
simple imitations of adult utterances nor random
combinations of the words he knows.
Rather, they follow from the system that the child is
using to express meanings at that time.(Sachs, 1976)
Children tend to combine content words and
leave out function words.
Children put particular words are put in particular
position in the sentence (Braine, 1976)
Early Grammar
19. Emergence of Grammatical Categories
Interpretations of Early Multiword Utterances
Syntactic description
Not fit children’s utterances, at least not in the
earliest stages.
Semantic description
Agent, object, action,
Positional description
Ex. “want” plus desired entity
(“want car”, “want truck”)
Early Grammar
21. Emergence of Grammatical Categories
Acquiring Grammatical Categories
Semantic bootstrapping
Children launch their syntactic careers by learning
simple order rules for combining words which in their
understanding perform semantic functions such as
agent, action, and object acted upon, or perhaps other
even less abstract semantic function.
Induce grammatical concepts from the semantic-
positional configurations.
Like – fond liked – was fond
Early Grammar
22. Comprehension and Production
Comprehension prior production
Individual Differences
Referential strategy (Naming Object)
Part = > whole
Expressive Strategy (Social Interaction)
Whole => part
Merge!!!
Early Grammar
23. Although ASL differs from English in
linguistic features such as iconicity and
morphological structure, there are
more similarities than differences in
the early stages of acquisition of ASL
and English.
The primary difference is that infants
acquire their first signs 2 to 3 months
earlier than infants typically acquire
their first words.
Acquisition of Sign
Language
24. We hope the successful in your practical &scientific life , with God willing
Your friends Zahra k. & Helen H