Language Acquisition: Lecture 2 Phonological Development
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This lecture discusses phonological development in children from ages 1 to 7. It outlines the stages of crying, cooing, and babbling in the first year. By age 2 1/2, children have mastered most vowels and 2/3 of consonants, with difficulty remaining for a few consonants by age 4. Sounds are used correctly first at beginnings of words. To make words easier, children may delete or substitute sounds. While speech may lag comprehension, studies show children can understand sounds they cannot pronounce. Intonation understanding continues developing into the teenage years.
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- Children progress through stages in language acquisition from babbling to one-word utterances to putting words together in sentences according to the grammatical rules of their language.
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- Children acquire language through a creative process, not through direct instruction, and are born with an innate language faculty that enables them to learn grammar from linguistic input.
- Children progress through stages in language acquisition from babbling to one-word utterances to putting words together in sentences according to the grammatical rules of their language.
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The document discusses several key properties of language:
1) Languages are arbitrary systems of symbols and codes that have no natural connection between their sounds and meanings.
2) Languages have a dualistic structure with smaller meaningless elements that form larger meaningful units.
3) The elements of language, such as sounds, are discrete and distinct from one another.
4) Languages have productivity, allowing speakers to generate an infinite number of novel utterances.
Other significant properties discussed include language universals, the cultural transmission of language, and how language both shapes and is shaped by culture.
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1) The babbling stage occurs around 6 months as babies start producing sounds. Babbling may play a role in language development but its importance is still debated.
2) The holophrastic stage begins around 1 year as children use single words to communicate. Words take on multiple meanings during this stage.
3) The two-word stage emerges around 2 years as children connect words in pairs to form simple sentences through syntax and semantics.
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2. It describes characteristics of parentese/baby talk that aid language learning like exaggerated intonation and simplified grammar and vocabulary. Imitation, rule learning, and correction play roles in acquisition.
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2. According to Chomsky, this LAD contains a universal grammar that encompasses linguistic properties common to all human languages. It allows children to subconsciously deduce and internalize the rules of their native language based on environmental input.
3. Chomsky's theory of innate language learning abilities challenged the behaviorist view that language is acquired through imitation and reinforcement. It helped shift the field toward mentalist approaches that consider
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Language develops through a process of innate abilities interacting with environmental influences. Children are born with an innate language acquisition device that gives them the ability to learn the structure of any human language. According to Chomsky, this includes a universal grammar consisting of principles common to all languages. Vygotsky also viewed language development as a social process, where children acquire language abilities through interaction with others. Stages of language acquisition begin with pre-linguistic sounds and progress to single words, word combinations, and eventually grammatically complex speech over the first 5-6 years of life.
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1) The silent period - Most but not all L2 learners go through a period of listening before speaking. This allows private speech practice. The length of the silent period varies individually.
2) Formulaic sequences - Early learner language relies heavily on memorized phrases and patterns.
3) Structural and semantic simplification - Early creative utterances typically contain fewer words and omit grammatical elements to simplify messages.
4) Acquisition of grammatical morphemes - Studies show L1 and L2 order differs but both show evidence of a natural sequence. Tense and aspect also show clear developmental patterns.
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This document outlines the stages of early language development in children. It discusses that before birth, babies become acclimated to their native language in the womb. From 6-8 weeks, babies begin cooing and making vowel-like sounds as they gain control of their vocal cords. The most important stage is babbling from 6-9 months, when babies experiment with consonant and vowel combinations like "ba" and "ma". Through babbling, babies expand and then contract the phonemes they produce to those of their native language. Gestures also begin as babies want to communicate without words, and by 12 months most children say their first recognizable word.
Stages of Acquisition of first Language
The document discusses language acquisition in children from birth through age 10. It describes the prelinguistic, one-word, two-word, telegraphic, and later language development stages. Key points covered include the difference between learning and acquisition, the roles of nature and nurture, and how children gradually develop more advanced grammar and vocabulary over time through social interaction.
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The document discusses the stages of language acquisition in children. It outlines several key stages:
1) The babbling stage occurs around 6 months as babies start producing sounds. Babbling may play a role in language development but its importance is still debated.
2) The holophrastic stage begins around 1 year as children use single words to communicate. Words take on multiple meanings during this stage.
3) The two-word stage emerges around 2 years as children connect words in pairs to form simple sentences through syntax and semantics.
4) The telegraph stage follows as children string more than two words together in sentence-like structures using functional vocabulary in addition to meaning vocabulary. Younger children's language
Semantic development
Children develop semantic skills gradually, learning a few words per week at first and then experiencing a vocabulary burst where they learn around 5 new words per day. By age 5, the average child has a vocabulary of around 6,000 words. Children use principles like fast mapping and whole object assumption to efficiently learn new words and their meanings. Their ability to learn and apply grammatical rules like plurals and past tense is evidenced by tests like the WUG test and their tendency to overregularize irregular verbs. Mean length of utterance (MLU) can measure children's developing syntactic skills as they start combining words.
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2. It describes characteristics of parentese/baby talk that aid language learning like exaggerated intonation and simplified grammar and vocabulary. Imitation, rule learning, and correction play roles in acquisition.
3. Memory and logic also facilitate language learning as children form word-object associations through memory and use inductive and deductive reasoning. Abstract words are learned later through experience and metaphor.
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This document discusses the processes of language production and comprehension from a neurological perspective. It describes the four levels of speech production: 1) processing the message, 2) selecting functional forms and syntax, 3) constituent formation and affixation, and 4) phonological realization. For language comprehension, it notes that understanding occurs when the meaning of a verbal message is grasped, and can be demonstrated through responses like saying "I know" or carrying out implied actions. Approaches for understanding language are also categorized as behavioral, linguistic, or cognitive.
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Explaining first language acquisition
The document summarizes theories of first language acquisition. It discusses the imitation/behaviorist theory proposed by Skinner, which views language learning as habit formation through reinforcement. It also discusses the innateness/nativist theory of Chomsky, which posits that humans are born with an innate language acquisition device. The document further examines cognitive, input, and connectionist theories and their varying perspectives on how the environment and mental faculties influence language learning.
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This document provides an overview of theories and research on first language acquisition. It discusses the stages of acquisition from cooing and babbling to the one-word, two-word, and telegraphic speech stages. The document also examines the development of morphology, syntax, and semantics in a child's first language. Several theories on language acquisition are presented, including behaviorism, innatism, cognitive/developmental approaches, and sociocultural perspectives. The document concludes by advising the reader to consider multiple theories when seeking to understand language development.
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Psycholinguistics is the study of the psychological and neurobiological factors that enable humans to acquire, use, and understand language. It investigates the three primary processes of language comprehension, language production, and language acquisition. Psycholinguistics is a branch of cognitive science that draws from fields like psychology, neuroscience, linguistics and computer science to understand how humans perceive, learn, and produce language.
Mentalist and Behaviorist Theory of SLA
Mentalist and behaviorist theories provide different perspectives on language acquisition. Behaviorists such as Skinner view it as operant conditioning through stimulus-response and reinforcement learning, while mentalists like Chomsky believe humans are born with an innate language acquisition device that allows them to unconsciously deduce and apply the rules of grammar. Both nature and nurture likely influence the process, with innate capacities developing based on environmental exposure and interactions.
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1. Noam Chomsky argued that language acquisition is biologically programmed rather than learned through behaviorist conditioning. He posited that humans are born with an innate language acquisition device (LAD) that allows children to quickly and easily learn the rules of any human language during a critical period of development in early childhood.
2. According to Chomsky, this LAD contains a universal grammar that encompasses linguistic properties common to all human languages. It allows children to subconsciously deduce and internalize the rules of their native language based on environmental input.
3. Chomsky's theory of innate language learning abilities challenged the behaviorist view that language is acquired through imitation and reinforcement. It helped shift the field toward mentalist approaches that consider
Code Switching and Code Mixing
This document defines and distinguishes between code switching and code mixing in bilingual communication. It explains that code switching involves changing languages unpredictably to fit the environment, and can occur between sentences or within a sentence. In contrast, code mixing involves borrowing words from one language into another without a change in topic, often within a single sentence. The document provides examples and discusses reasons for using code switching or code mixing, including lack of a word in one language, emphasis, or expressing group identity.
Language Shift and Language Maintenance
The document discusses language shift, which is a change from using one language to using another, more dominant language. This often occurs among immigrant families and communities. It provides examples of language shift occurring among Coptic speakers in Egypt and Hungarian speakers in Austria. Language shift happens for various social, economic, political and demographic reasons, and it can ultimately lead to language loss or even death if a language is no longer spoken. Maintaining positive attitudes about a minority language and frequent use of it can help prevent language shift.
Language disorders in detail
Language disorders involve problems processing linguistic information that can affect grammar, semantics, and other aspects of language. They can be receptive, involving comprehension issues, expressive, involving production problems, or both. Common language disorders include specific language impairment and aphasia. The document goes on to describe receptive language disorders which impact understanding language inputs, expressive disorders affecting output of language, speech disorders, communication disorders, and several specific types of language disorders like dyslexia, dysgraphia, and their symptoms.
Definition and Scopo of Psycholinguistics
Psycholinguistics is the study of the cognitive and psychological processes underlying language acquisition, production, and comprehension. It investigates how the mind processes language and deals with the relationship between linguistic behavior and psychological mechanisms. Psycholinguistics has several sub-disciplines including theoretical psycholinguistics, developmental psycholinguistics, neuropsycholinguistics, and experimental psycholinguistics. It seeks to understand how language is acquired and produced by users as well as how the brain works in processing language.
Lad
Language develops through a process of innate abilities interacting with environmental influences. Children are born with an innate language acquisition device that gives them the ability to learn the structure of any human language. According to Chomsky, this includes a universal grammar consisting of principles common to all languages. Vygotsky also viewed language development as a social process, where children acquire language abilities through interaction with others. Stages of language acquisition begin with pre-linguistic sounds and progress to single words, word combinations, and eventually grammatically complex speech over the first 5-6 years of life.
Developmental sequences in learner language
The document discusses developmental sequences in learner language acquisition. It covers several topics:
1) The silent period - Most but not all L2 learners go through a period of listening before speaking. This allows private speech practice. The length of the silent period varies individually.
2) Formulaic sequences - Early learner language relies heavily on memorized phrases and patterns.
3) Structural and semantic simplification - Early creative utterances typically contain fewer words and omit grammatical elements to simplify messages.
4) Acquisition of grammatical morphemes - Studies show L1 and L2 order differs but both show evidence of a natural sequence. Tense and aspect also show clear developmental patterns.
Bilingualism
Bilingualism refers to using two languages fluently like a native speaker. There are different types of bilingualism including additive bilingualism which occurs when a second language is learned in addition to the first, and subtractive bilingualism where the first language is replaced by the second. Early bilingualism can be simultaneous, where two languages are learned from birth, or successive where a second language is learned after partially acquiring the first language in early childhood. Late bilingualism refers to learning a second language after age 6 or 7, especially in adolescence or adulthood. Passive bilingualism means understanding a second language without speaking it. Learning a second language provides cognitive benefits for children and promotes empathy, cultural understanding,
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The document discusses language acquisition in children from birth through age 10. It describes the prelinguistic, one-word, two-word, telegraphic, and later language development stages. Key points covered include the difference between learning and acquisition, the roles of nature and nurture, and how children gradually develop more advanced grammar and vocabulary over time through social interaction.
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This document summarizes the key stages of grammatical development in children. It discusses the one-word stage between 12-18 months, where children use single words. Around 18 months children enter the two-word stage, producing grammatically correct word pairs. At age 2 the telegraphic stage begins, using 3-4 word utterances that may omit grammatical elements. Rapid progress continues such that by age 3 determiners are used regularly and multiple clauses appear, showing the child's growing syntactic abilities.
Phonological development report
This document discusses phonological development from prelinguistic stages to early word production. It covers:
1. Babies' ability to perceive speech sounds from birth and how their perception becomes tuned to their native language. Researchers assess perceptual ability using sucking and head turn techniques.
2. Stages of prespeech vocal development from reflexive crying to reduplicated and non-reduplicated babbling between 0-18 months. Babbling is influenced by the target language.
3. The transition from babbling to first words involves protowords and sensorimotor morphemes before words resemble the target language. Phonological processes develop as children alter sounds to match their abilities.
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This document discusses early language development in infants and children. It covers prelinguistic communication through babbling, gestures, and pointing that occurs before children start using words. It then examines phonological, lexical, and semantic development as children's vocabularies grow. Some key points discussed include: infants producing prelinguistic vocalizations and gestures between 8-12 months; a noun bias in children's early words across languages; challenges to the noun bias from studies of other languages; and constraints that help children map words to meanings as their vocabularies develop.
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The document discusses the main stages of first language acquisition:
1) The pre-speech stage where infants learn to pay attention to speech before beginning to speak.
2) The babbling stage starting around 4-6 months, characterized by indiscriminate speech sounds and repeated syllables.
3) The one word or "holophrastic" stage starting around 9 months where children utter their first words and develop regular pronunciation by 50 words.
4) The combining words stage starting around 2 years where children speak in sentences of several words but their grammar is still developing.
Phonological development report 2
1. Babies progress through stages of vocal development from birth, starting with reflexive crying and vegetative sounds. Around 2-5 months they begin cooing and laughter, and from 4-6 months engage in vocal play and babbling.
2. Babbling becomes more complex, including reduplicated babbling from 6-12 months and non-reduplicated babbling from 9-18 months. Babbling is influenced by the target language being learned.
3. Between 18-24 months, babbling transitions to first words as children begin to learn the sounds of their language. Early words have simple structures and a limited sound inventory that expands over time.
4. As vocabulary grows, children develop
Language Learning in Early Childhood
This document discusses language development in early childhood. It defines key terms like first language (L1), second language (L2), foreign language (FL), and target language (TL). It then covers typical patterns and sequences in L1 development, including acquisition of grammatical morphemes, negation, and questions. Theoretical approaches to L1 acquisition like behaviorism and innatism are also introduced.
Stages of first language acquisition online powerpoint 2 14
The document outlines the key stages of first language development from infancy through early childhood. It discusses:
- The stages from 0-2 months where babies cry to express needs, to 2-4 months where they begin cooing, and 4-9 months where they engage in babbling.
- From 9-18 months when one-word utterances emerge, to 18 months to 2.5 years when two and three-word phrases are used, allowing for more complex communication.
- Between 2.5-4 years children enter the telegraphic stage using expanded syntax and vocabulary but omitting grammatical markers.
- The stages are universal and related to cognitive development, with certain language features
Stages of child language acquisition.
This document summarizes the key stages of child language acquisition from birth to age 5. It identifies 4 main stages: 1) the pre-linguistic period from birth to 10 months where babies develop sounds but no words; 2) the holophrastic period from 12 to 18 months when children use single words; 3) the telegraphic period from 2 to 3 years when children use 2-word phrases; and 4) the complex period from 3 to 5 years when grammar becomes more advanced. The document also discusses some of the milestones within each period, such as babbling and first words.
Stages of language development
The document discusses language development in children from infancy through early childhood. It describes the stages of language development including pre-linguistic, holophrase, two-word, telegram, and near-adult grammar stages. Key aspects of language such as semantics, vocabulary, syntax, and speech are also outlined at different ages.
Language Acquisition: Lecture 7 Child Directed Speech
This document defines and discusses the linguistic features of child-directed speech. It explains that child-directed speech is characterized by slower speech, exaggerated intonation, use of simpler grammar and vocabulary, frequent questions and commands, and body language. Several studies summarized found that children whose caregivers use more child-directed speech have larger vocabularies, while correction of pronunciation may slow language development. The document also notes that not all cultures use child-directed speech and that language development still occurs with language exposure alone.
Chapter 1 Language Learning in Early Childhood
This chapter discusses language learning in early childhood. It covers topics such as first language acquisition milestones in the first three years including negation and question formation. It also discusses language development in pre-school and school-aged children. The chapter examines theoretical perspectives on first language acquisition such as behaviorist, innatist and interactionist views. It further discusses language disorders and delays in children as well as childhood bilingualism.
Language Acquisition: Lecture 5 Grammatical Development 2
This lecture discusses grammatical development in children in three areas: inflections, questions, and negatives. It outlines predictable stages in how children acquire inflectional morphemes like -ing, plural -s, and past tense -ed. Children also progress through stages in acquiring question words and formations, as well as negation. The lecture notes that while children seem to apply grammatical rules early on, as shown through experiments using made-up words, they do not have conscious metalinguistic awareness of the rules.
Psycholinguistics
Psycholinguistics is the study of the relationship between language and the mind. It examines the cognitive and neural processes underlying language production, comprehension, and acquisition. The three primary processes investigated are language comprehension (understanding language), language production (generating spoken or written language), and language acquisition (how humans learn language). Psycholinguistics emerged as a field in the late 1950s and 1960s and combines the disciplines of psychology and linguistics.
Chomsky’s and skinner’s theory of language acquisition
This document discusses Noam Chomsky and B.F. Skinner's theories of language acquisition. Chomsky believed language is innate and children acquire it through internal biological mechanisms, while Skinner viewed it as learned through environmental conditioning and reinforcement. Their key differences were that Chomsky saw an innate language acquisition device at work, while Skinner saw children as blank slates shaped by external stimuli. Both agreed the environment plays a role, though they disagreed on whether it was primarily or secondarily influential in the language learning process.
Language Acquisition
Language, Language Acquisition, Language Learning, Second Language,Bilingualism, Child Language, Linguistics,Hypothesis, Noam Chomsky (Cognitive Generative Quantitative
Functional theories of grammar Phonology Morphology Morphophonology Syntax Lexis Semantics Pragmatics Graphemics Orthography Semiotics) (Anthropological Comparative Historical Etymology Graphetics Phonetics Sociolinguistics) (Computational Contrastive
Evolutionary Forensic Internet
Language acquisition
Second-language acquisition
Language assessment
Language development
Language education
Linguistic anthropology
Neurolinguistics Psycholinguistics)
(History of linguistics
Linguistic prescription
List of linguists
Unsolved linguistics problems)
Physiological prerequisites of sound production
Children acquire language through a complex process involving both nature and nurture. They progress through distinct stages of phonological, lexical, and grammatical development from babbling to first words to combining words. Early errors reveal rule-governed learning as children segment words into syllables and master their native language's phonemes and phonological processes. Social interaction provides crucial input, though children can acquire language without full exposure through innate language learning capacities.
How children learn a second language
There are two main ways children learn a second language: simultaneously or sequentially. Simultaneous learners are exposed to two languages from an early age, typically before age 3. They build separate but equally strong language systems and do not show a preference for one language over the other until around 6 months. Sequential learners learn one language first before being introduced to a second language at a later age. The process of sequential language learning involves four stages: using the home language only at first, a silent period, telegraphic/formulaic speech, and finally productive language use. Research shows children under age 6 or 7 who learn a second language can achieve native-like fluency.
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Language Acquisition: Lecture 1 Beginnings of Acquisition
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Language Acquisition: Lecture 4 Grammatical Development 1
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Language Acquisition: Lecture 6 Pragmatic Development
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Language Acquisition: Lecture 7 Child Directed Speech
Language Acquisition: Lecture 7 Child Directed Speech
Language Acquisition: Lecture 5 Grammatical Development 2
Language Acquisition: Lecture 5 Grammatical Development 2
Chomsky’s and skinner’s theory of language acquisition
Chomsky’s and skinner’s theory of language acquisition
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Week 2 12
The document discusses theories of first language acquisition. It describes:
- Children progress through predictable stages of language development in their first years, starting from babbling and cooing to first words and two-word sentences.
- Grammatical morphemes like plurals and verb tenses are acquired in a consistent order cross-linguistically. Children also show understanding of grammar through tests like the "wug test."
- Questions, negation, and word order in questions each have developmental stages as children's language skills increase in complexity.
- Behaviorist theories of language learning, including classical conditioning and operant conditioning, viewed language as learned through stimulus-response associations and reinforcement.
Promoting speech sounds
This document provides information and strategies for promoting sound development in students. It begins with an overview of typical speech sound development and what sounds children are expected to produce at different ages. It then discusses ideas teachers can use to encourage sound development in the classroom, such as slowing down, modeling sounds, playing sound games, helping students explore their mouth, and using books and rhymes. Specific activities are provided to practice different sounds. The document emphasizes making sound practice fun and incorporating it into everyday activities. It concludes by recommending next steps like referring to age-appropriate checklists, using the suggested strategies, and contacting a speech pathologist if any concerns arise.
Phonics information evening 2020
This document provides information about how phonics is taught at the school. It begins with the aims of phonics instruction and why phonics is important for reading. It then outlines the daily phonics lessons, what phonics consists of (identifying sounds, spelling patterns, blending, segmenting). Several phonics terms are defined. The document describes the different phases of phonics instruction and examples of activities used. It provides guidance for parents on how to help their children at home with phonics.
English language presentation from newc uni conf 2012
The document discusses language acquisition in 3 paragraphs:
1) It describes the stages of language acquisition from birth to 4 years old, including babbling, first words, and early grammar.
2) It outlines continued acquisition from ages 4 to adolescence, noting acquisition is more subtle but semantics and pragmatics continue developing.
3) It lists some research areas related to atypical acquisition and bilingual children.
A Level English Language (B) Exam advice from AQA 2012
The document discusses language acquisition in 3 paragraphs:
1) It describes the stages of language acquisition from birth to 4 years old, including babbling, first words, and early grammar.
2) It outlines continued acquisition from ages 4 to adolescence, noting acquisition is more subtle but semantics and pragmatics continue developing.
3) It lists some research areas related to atypical acquisition and bilingual children.
Language aquisition full pres
The document summarizes the stages of language acquisition in infants and young children. It discusses how the infant vocal tract develops, the stages of cooing and babbling that begin around 4-8 months, the emergence of first words between 12-18 months, telegraphic speech at age 2, and the achievement of normal speech by ages 5-6. It also provides tips for caregivers to support language development, such as using full sentences, reading books, and expanding the child's vocabulary through descriptive language.
Language aquisition full pres
The document summarizes the stages of language acquisition in infants and young children. It discusses how the infant vocal tract develops in the first year and the progression from cooing and babbling to first words and telegraphic speech. It emphasizes creating a language-rich environment by talking, reading, and expanding on the child's words and phrases to help vocabulary growth from 12-18 months. Motivation and confidence in successful language use also reinforce learning in a stress-free environment tailored to the child's needs and pace.
How children learn language
an introduction to psycholinguistics
chapter 1 How children learn language
21 slide of the first chapter explaining most important parts of the first chapter.
Supporting Readers Presentation
The document discusses the importance of fluency in reading. It defines fluency as the ability to read text quickly, smoothly and automatically with little focus on decoding individual words. Developing fluency requires automaticity in multiple areas including accuracy, expression, pacing and the ability to process language and punctuation simultaneously. The goal is for readers to sound natural when reading aloud without conscious attention to decoding.
2021-Phonics for kids -presentation-.pdf
The document provides information about how phonics is taught at Lickey Hills Primary School. It discusses the 5 phonics phases that children progress through to learn letter sounds and blending/segmenting skills. Parents are encouraged to support phonics learning at home through activities like reading together, practicing sounds, and playing word games. Examples are provided of phonics terminology like phonemes, graphemes, digraphs, and trigraphs to help parents understand the curriculum.
First language acquisition
The document summarizes key aspects of first language acquisition in children. It discusses that before age 5, children have mastered the complex grammar rules of their native language, including forming questions, negatives, and relative clauses. It also outlines the major stages of language development, from babbling to one-word to two-word sentences. Children acquire language through their innate language acquisition abilities, not conscious learning, and they learn the regular patterns in the language they hear.
Teaching Children to Read using the Phonic Approach
Phonics is the most effective way to teach young children to read. It involves teaching children the sounds (phonemes) that make up words. Children are taught the 44 phonemes in English using structured lessons moving from easiest to most complex sounds. Almost all children who receive good phonics instruction will learn to read words and go on to read fluently. Phonics instruction benefits all children, including those struggling with reading like those with dyslexia. Phonics is taught in 6 phases from nursery to Year 2, building up knowledge of grapheme-phoneme correspondences and reading skills.
The Development of Language
This document provides an overview of language development in children from birth through early childhood. It discusses several key points:
1. Infants begin making sounds like cooing and babbling in their first year but do not speak actual words. Around their first birthday, infants say their first words which are usually names for people or objects.
2. The four main elements of language are phonology, semantics, grammar, and pragmatics. Children must learn the sounds, meanings, rules, and social uses of language.
3. Infant-directed speech from parents uses exaggerated tones and slower pacing to help infants learn the sounds of their native language. By around 18 months, children experience a vocabulary sp
Phonological development report 3
Babies progress through distinct stages of phonological development from birth to acquiring their first words. They begin with reflexive crying and sounds, then cooing and laughter around 2 months. Between 4-6 months, babies engage in vocal play and babbling with consonant-like sounds. From 6-12 months, babbling becomes reduplicated with syllables like "mama". Non-reduplicated babbling with varied sounds occurs from 9-18 months as babies transition to their first words. Babies' babbling is initially universal but begins to reflect the target language from 6 months on. Phonological processes then allow babies to adapt new words to their developing sound systems as their perception and production abilities continue mat
Second language learning theories
This document discusses key topics in first language acquisition, including:
1. Theories of language acquisition such as behaviorism, innatism, and interactionism. Innatism posits an innate language acquisition device while interactionism emphasizes social interaction.
2. Developmental stages of language acquisition from babbling to two-word sentences to complex grammar. Milestones include understanding language before production.
3. Experiments like the "WUG test" that show children internalize rules like plural formation without being taught.
4. Theories of bilingual acquisition including additive bilingualism, which has cognitive benefits over subtractive bilingualism.
The document examines issues in defining competence versus performance and the
Lecture 13:Language development in children- Dr.Reem AlSabah
Language development in children occurs through innate abilities and learning processes. Children progress through universal stages of language acquisition, starting with babbling and first words around 1 year of age. The years from 2-6 are a sensitive period for learning language skills like vocabulary and grammar. Reading aloud to young children supports language development and emergent literacy skills like phonological awareness that are important for learning to read.
La pres
1. Language acquisition refers to how infants acquire their first language from interaction with caregivers and exposure to language in the environment from a very young age.
2. Children progress through predictable stages of language development, starting with babbling and eventually producing first words and two-word combinations.
3. The acquisition of different aspects of language like phonology, semantics, morphology and syntax follows similar developmental patterns across cultures.
First Lec / language.acq
This document discusses language learning in early childhood. It defines key terms like first language (L1), second language (L2), foreign language (FL), and target language (TL). It then outlines typical stages and patterns in first language development from babbling to using multi-word sentences. These stages include single words, two word sentences, and gaining a vocabulary of over 10,000 words by age five. The document also compares language acquisition versus learning.
Psycholinguistics - Part 2
Language attrition can be defined as the reduction, weakening or loss of a first, second, third, or more language in an individual or community. Research focuses on attrition in individuals, though definitions also include attrition within communities leading to language death. There are interesting parallels between individual and community language attrition from various perspectives. This entry focuses on attrition in individuals.
Language and speech development
1) Language and speech development is a complex process that almost every human child succeeds in learning. It involves the development of language, communication of thoughts and feelings through symbols, and speech, the act of expressing thoughts through words.
2) Children progress through different stages in their first few years, starting with babbling, then their first words around 12 months, word combinations around 2 years, and simple sentences by 3-4 years old. Their ability to produce sounds also develops over time as they learn the phonetic patterns of their native language.
3) The development involves both biological and learned aspects. It provides insights into the human mind as children figure out the rules and structures of their ambient language through social interaction
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English language presentation from newc uni conf 2012
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Language Acquisition: Lecture 2 Phonological Development
- 2. Phonological development … • This lecture deals with how children develop the ability to use and understand the sounds of language.
- 3. The first year … • The phonological development that occurs during the first year of a child’s life was outlined last week: Crying Cooing Babbling Phonemic expansion and contraction
- 4. Be careful … • Be careful not to make sweeping generalisations when talking about later phonological development. • Order in which vowels and consonants are acquired varies from child to child. • Sometimes children appear to have mastered a sound in one word, but then not in another.
- 5. General trends … • Age 2 ½ : all vowels and 2/3 of consonants mastered. • Age 4: difficulty with only a few consonants. • Age 6-7: confident use.
- 6. General trends … • Consonants are first used correctly at the beginnings of words. • Consonants at the end of words present more difficulty. • Example: ‘push’ versus ‘rip’
- 7. General trends … • Frequency: generally, sounds which occur frequently in a large number of words will be acquired before sounds that occur less frequently.
- 8. Making words easier (phonemic simplification) … • Deletion • Final consonants may be dropped. • Unstressed syllables are often deleted. • Consonant clusters are reduced.
- 9. Making words easier (phonemic simplification) … • Substitution • Easier sounds are substituted for harder ones: • ‘r’ becomes ‘w’ • ‘th’ becomes ‘d’, ‘n’ or ‘f’ • ‘t’ becomes ‘d’ • ‘p’ becomes ‘b’
- 10. Understanding … • Remember: last week we learned that comprehension is often ahead of speech (e.g. first words). • The same can be true in phonological development.
- 11. Berko and Brown (1960) … • Child: fis • Adult: This if your fis? • Child: No-my fis. • Adult: Oh, this is your fish. • Child: Yes, my fis.
- 12. Berko and Brown (1960) … • Child with indistinguishable pronunciation of: mouse/mouth cart/card jug/duck • Could point to corresponding pictures in a comprehension task.
- 13. Intonation … • As a child grows older, a wider range of meanings is expressed through intonation. • Example: two-word stage: • ‘my car’ versus ‘MY car’
- 14. Intonation … • Although intonation patterns can be reproduced from an early stage, understanding of their meaning is still developing into the teenage years.
- 15. Cruttenden (1974) … • Football results. • Intonation used in first team’s score enabled adults to accurately predict home win, away win or draw. • Children (aged 7-11): youngest were largely unsuccessful and oldest were significantly less successful than adults.
- 16. New vocabulary … • Phonemic simplification • Deletion • Substitution