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This document discusses nouns in English. It states that nouns are a part of speech that indicate people, things, objects, concepts, etc. and that there are six types of nouns in English. It provides examples of different types of nouns like proper nouns, countable nouns, uncountable nouns, and discusses the function of nouns in sentences.
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Children begin developing language from a very early age. By around 12 months, most children will say their first words and by 16 months will have a vocabulary of 30-50 words on average. Children also invent their own words called "idiomorphs" to refer to objects. Additionally, children engage in "egocentric speech" where they talk to themselves without addressing anyone in particular as a way to describe what they are doing. The ability to learn and produce language develops rapidly in the first year of life as infants listen to patterns in language and begin to decompose words.
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The passage discusses different perspectives on language acquisition in children:
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The document discusses the differences between using "can", "could", and "be able to" when expressing ability or capability. It notes:
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2) "Will be able to" should always be used for discussing ability in the future.
3) "Could" is more common than "was/were able to" for discussing general ability in the past.
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This document discusses interrogative pronouns which are used to ask questions. The main interrogative pronouns are who, whom, what, which, and whose. It provides examples of questions using these pronouns and the answers indicating what noun each interrogative pronoun represents. It also notes that whom is used as the object of a verb and that "-ever" can be added for emphasis when asking questions expressing confusion or surprise.
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Pronouns
The document discusses different types of pronouns in English including generic pronouns like you, one, we, they; reflexive pronouns like myself, yourself; and reciprocal pronouns like each other and one another. Generic pronouns are often used to refer to people in general, while reflexive pronouns are used when the subject and object are the same. Reciprocal pronouns indicate that an action is done mutually between two parties. The document also provides examples of how to properly use pronouns like it and there in different contexts.
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The document provides tips for learning to speak English through reading, writing, listening, and conversation. It recommends reading aloud daily to improve vocabulary and comprehension, writing stories and summaries to practice grammar and vocabulary, listening to audio books, TV shows and songs in English with subtitles to help understand, and speaking only in English for 30 minutes daily to lose fear while practicing conversations about familiar topics.
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This document discusses the uses of "can", "can't", "cannot", "be able to", and "could" when referring to ability or permission. It provides examples of how each is used in sentences. Specifically, it notes that "can" is used to describe present ability or lack thereof, as well as future meaning and with verbs of perception. Meanwhile, "be able to" has the same meaning as "can" but is used instead when "can" is unsuitable, or for non-present tenses. Finally, "could" refers to past ability that was demonstrated, while "be able to" or "managed to" emphasize success in accomplishing something difficult on a specific occasion in the past.
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Reflexive pronouns refer back to the subject of the clause and are used when the subject and object are the same. Some examples of reflexive pronouns in English include myself, yourself, himself, herself, itself, ourselves and themselves. Reflexive pronouns are used when the subject and object are the same, as the object of a preposition if the object refers back to the subject, or for emphasis as intensive pronouns. The document then provides tables of personal and reflexive pronouns and examples of their use.
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The document discusses the verb "to be" in English, which is one of the most important and commonly used verbs. It describes how the verb conjugates differently depending on the subject pronoun. Some key uses of the verb "to be" include identifying people and objects, and expressing time, age, and location. The document also covers the short forms of the verb (I'm, you're, etc.) and how to form negative and interrogative sentences using "to be". It provides examples to complete with the correct form of the verb.
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The passage discusses different perspectives on language acquisition in children:
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2) The interactionist/developmental perspective, which sees both innate abilities and environmental influences as important. Jean Piaget's work showed how cognitive development influences language acquisition. Lev Vygotsky emphasized the role of social interaction and cooperation with more knowledgeable individuals.
3) The interactionist view sees language acquisition as one example of human learning abilities, influenced by cognitive and social development through interactions with the environment, rather than as an innate,
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The document discusses the differences between using "can", "could", and "be able to" when expressing ability or capability. It notes:
1) "Can" and "be able to" are often interchangeable, but "can" is more common for discussing a learned skill, especially in the present.
2) "Will be able to" should always be used for discussing ability in the future.
3) "Could" is more common than "was/were able to" for discussing general ability in the past.
4) For discussing ability to do something on a specific past occasion, "was/were able to" must be used rather than "could".
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This document defines and provides examples of different types of pronouns used as adjectives: possessive adjectives like "my" and "your"; demonstrative adjectives like "this" and "those"; interrogative adjectives like "what" and "which"; and indefinite adjectives like "some" and "each". It explains that possessive adjectives answer the question "Which one?" about a following noun, demonstrative adjectives identify the position of a noun, interrogative adjectives ask questions about nouns, and indefinite adjectives describe nouns non-specifically. Examples are provided for each type of adjective pronoun.
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This material covers some material related to Pronouns especially Definition of Pronouns, type of pronouns (Subjective, Objective, Possessive, and Reflexive Pronouns), and The examples of the Use of Pronouns.
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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.
1 learning a_first_language_new
The document discusses language development in early childhood from behavioral, innate, and interactionist perspectives. Regarding behaviorism, it explains that children learn language through imitation, practice, reinforcement, and habit formation. However, children also use language creatively by generalizing patterns and combining elements in novel ways, which cannot be fully explained by behaviorism alone. An interactionist view is that both internal cognitive processes and external social influences shape language acquisition.
Psycholinguistics
1) Children begin developing language skills at a young age, with many saying their first words around age 1 and having vocabularies of 30-50 words by age 1.5.
2) Early language development includes creating "idiomorphs", words children invent to refer to objects, as well as beginning to use speech without directly addressing others.
3) As children develop, they progress from one-word "holophrastic" sentences to using more complex grammar and phrase structures in their language.
#L1 acquisition
Children acquire language in predictable stages regardless of location or language. There are pre-linguistic, one-word, two-word, and telegraphic stages where children's utterances become more complex as their vocabulary and grammar develop. Theories suggest children's early language serves practical, social, and learning purposes rather than just labeling objects. Children master grammar structures like pluralization before structures like past tense as they progress toward fluent language use by age 5.
Innatennes or mentalism hyphotesis.
This document discusses the innateness hypothesis, which proposes that humans have an innate ability to acquire language. It presents arguments both for and against this hypothesis. Proponents argue that the speed of language acquisition and universal grammar patterns show we have innate linguistic faculties. However, critics argue that similarities between languages result from common origins, not innateness, and that brain specializations are learned, not innate. The document explores this debate over the role of nature versus nurture in developing language skills.
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.
G 2
Children begin developing language from a very early age. By around 12 months, most children will say their first words and by 16 months will have a vocabulary of 30-50 words on average. Early language takes forms like invented words called "idiomorphs" and "egocentric speech" where children talk to themselves without addressing anyone. As children develop their language abilities, they progress from one-word "holophrastic" sentences to two-word sentences often using a "pivot" word. The ability to learn and produce language sets human children apart from other primates like chimpanzees.
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 acquisition
Language is a cognition that makes us human.
Other species do communicate with an innate ability
To produce a limited number of meaningful vocalizations (e.g. bonobos), or
Partially learned systems (e.g. bird songs)
No other species known to date that can express infinite ideas (sentences) with a limited set of symbols (speech sounds and words).
Researchers are finding evidence for mastery of this complex skill in increasingly younger children.
Infants as young as 12 months are reported to have sensitivity to the grammar needed to understand causative sentences (who did what to whom; e.g. the bunny pushed the frog (Rowland & Noble, 2010).
Still a enigma
The mechanism that enables children to segment syllables and words out of the strings of sounds they hear, and
To acquire grammar to understand and produce language
T O T A L P H Y S I C A L R E S P O N S E
Total Physical Response (TPR) is an ESL teaching methodology based on how infants acquire their first language through physical responses to language, like looking or grasping. It involves the teacher giving commands for students to act out, like "run" or "jump", without initially speaking. This helps students imprint a linguistic map of the language through actions before they speak. The document provides 15 ideas for using TPR in the classroom, such as having students act as animals, adding variations like speed or body side, or acting out action songs and stories.
1 learning a_first_language_new
This document discusses language development in early childhood. It begins by defining key terms like first language (L1), second language (L2), foreign language (FL), and target language (TL). It then outlines typical developmental patterns and sequences in L1 acquisition, including the acquisition of grammatical morphemes, negation, and questions. Several theoretical approaches to L1 acquisition are presented, including behaviorism which views it as imitation and reinforcement, and innatism which sees it as biologically determined. The document also discusses childhood bilingualism and factors in early language development like metalinguistic awareness and vocabulary growth.
Total Physical Response
Total Physical Response (TPR) is an ESL teaching methodology based on how infants acquire their first language through physical responses to language, like looking or grasping. TPR involves the teacher giving commands to students and students acting them out physically without speaking. Some examples of using TPR in the classroom include having students act out animal movements, play Simon Says with actions, and act out stories and songs that incorporate actions. TPR allows students to learn through physical movement rather than just memorization.
33 ways to speak better english
This document provides 33 tips for improving spoken English without taking classes. Some key tips include recording yourself speaking and comparing to fluent speakers, reading aloud dialogues to practice vocal muscles, learning about pronunciation challenges specific to one's native language, choosing an accent to imitate, practicing tongue twisters and spelling names/numbers aloud, and using contractions to make speech more efficient. The document encourages spending 15 minutes per day on one tip over 33 days to notice a significant improvement in spoken English abilities.
First Language Acquisition
The document discusses the stages of first language acquisition in children. It describes 5 stages: pre-talking, babbling, holophrastic, two-word, and telegraphic stages. Each stage is characterized by the typical age at which children progress through it and examples of the language behaviors observed, such as babbling sounds, using single words, and producing two-word sentences. The document also discusses theories of language acquisition and the development of a child's lexicon and morphology.
Theories of language
The document discusses several theories of language acquisition:
1) Behaviourism - children imitate language and are reinforced for correct utterances
2) Innateness - children are born with innate language mechanisms that allow them to learn language rules
3) Cognitive - language develops alongside general cognitive/intellectual development
4) Interactionist - language is learned through interaction between children and caregivers.
While each theory provides some insights, no single theory fully explains the complex process of language acquisition.
Early theories
Children are not simply imitating or memorizing the language they hear, as behaviorists theorized. Evidence shows that children make systematic errors that cannot be heard in adult speech, can understand and produce novel sentences, and are not consistently corrected by parents. Chomsky proposed the theory of Universal Grammar to explain language acquisition - that children are born with an innate, biological language acquisition device containing universal grammatical categories and rules. This innate knowledge allows children to easily learn the grammar of any human language when exposed to it.
Stages in 1st language - Wissam Ali Askar
Children progress through several stages in acquiring their first language. They develop receptive language skills like comprehending speech before expressive skills like speaking. Babbling emerges around 3 months and transitions to first words by 12 months in the one-word stage. Between 12-18 months, children use single words and by 2 years begin combining words into simple sentences in the two-word stage. From 2-3 years, the telegraphic stage is characterized by longer but grammatically simplified utterances. Cognitive development facilitates language acquisition as children's understanding of concepts like objects and time influence their linguistic development.
Practical n 7 practice ii
The document discusses theories of how children acquire language. It covers:
1) The role of teachers in creating opportunities for children to learn language through scaffolding and focusing on learning over teaching.
2) The Critical Period Hypothesis which argues that there is an ideal window for acquiring full language competence in early childhood with adequate stimuli.
3) Stages of language development in early childhood including telegraphic speech leaving out words and acquisition of grammatical morphemes following a developmental sequence.
The development of language.pptx
The document summarizes language development from birth through three years old. It notes that infants begin with crying and cooing, then progress to babbling consonant sounds by 6 months. By their first birthday, infants say their first words, usually names. Exposure to language helps development, as toddlers learn 50-100 new words per month after 50 words are acquired. Their vocabularies grow from a few hundred words at age 2 to over 10,000 words by age 6.
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The document discusses the simple past tense in Indonesian, providing the formula, examples of positive, negative, and interrogative sentences in the past tense. It also gives examples of sentences in the past tense, such as talking about spending 5 days in a hometown during a holiday where the writer visited family and they ate traditional foods.
Desi
Nouns can be categorized into four types: concrete nouns which refer to tangible objects perceivable by the senses, abstract nouns which refer to intangible concepts, collective nouns which refer to groups of objects or people, and material nouns which refer to substances extracted from nature. The paragraph is about a girl named Ani from a poor family who saves her money to buy a nickel for her birthday after her parents cannot afford to get her one.
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Nouns are words that name people, places, things, or ideas. They can function as subjects, objects, or complements in a sentence. There are different types of nouns including proper, common, concrete, abstract, collective, and material nouns. The paragraph describes the writer and her brother, using nouns like name, brother, school, grade, sport, tools, racket, ball, and basketball.
Aplikasi komputer
Nouns are words that name people, places, things, or ideas. Nouns can function as subjects, direct objects, indirect objects, subject complements, object complements, appositives, adjectives, or adverbs in a sentence. There are different types of nouns including countable, uncountable, singular, plural, concrete, abstract, common, proper, and collective nouns. An example paragraph demonstrates the use of various nouns like pen, book, sugar, oil, fruits, chocolate, sister, house, and Rani.
Prounouns
This document discusses and provides examples of different types of pronouns in English grammar: personal pronouns (subjective and objective), interrogative pronouns, relative pronouns, and reflexive pronouns. It defines each type and gives examples to illustrate their uses in sentences.
The task of computer application.
1. The document discusses different types of nouns including countable nouns, which can be counted, and uncountable nouns, which cannot be counted.
2. Countable nouns are divided into singular nouns like "book" and "car" and plural nouns formed by adding suffixes like "s" or "es".
3. Uncountable nouns include subjects, languages, liquids, gases, and solids like "mathematics", "rice", and "oil".
Parmiyati
This document discusses different types of conjunctions in the Indonesian language. There are three main types: 1) Coordinating conjunctions like "and", "or", and "but" that connect equal items. 2) Correlative conjunctions like "both-and", "either-or", and "neither-nor" that connect items in pairs. 3) Subordinating conjunctions like "when", "because", and "if" that introduce subordinate clauses and express time, cause-effect, or condition. The document provides examples to illustrate the different conjunction types.
Rusniati powerpoint
This document defines conjunctions as parts of speech that connect phrases, clauses, or sentences. It provides examples of common conjunctions like "and", "but", "or", and "for" and gives sample sentences using these conjunctions such as "You come and i go". The document also discusses conjunctions that indicate time ("after"), compare ("as"), provide reasons ("because"), and result ("so"). Finally, it includes a short paragraph using conjunctions to describe an earthquake.
Aplikasi komputer
This document defines different types of nouns and provides examples of each. It discusses common nouns, proper nouns, collective nouns, material nouns, countable nouns, and uncountable nouns. For countable nouns, it explains the rules for forming singular and plural versions. Uncountable nouns are defined as nouns that cannot be counted and an example sentence is given using the uncountable noun "sugar". In under 3 sentences, the document categorizes and defines different types of nouns.
Komputer yenni
This document defines and provides examples of the three main types of conjunctions:
1. Coordinating conjunctions connect words, phrases, or clauses of equal grammatical weight and include words like "for", "and", "but".
2. Correlative conjunctions work in pairs to join words and groups of equal weight, with examples being "either or", "not only...but also", "both...and".
3. Subordinating conjunctions connect an independent clause and dependent clause, illustrated by "after", "because", "as soon as".
The document concludes by providing two example sentences requiring the reader to identify the type of conjunction needed to complete each one.
Zulva yolanda putri
The document discusses subject and object pronouns. It defines subject pronouns as words that function as the subject of a clause or sentence, and object pronouns as words that function as the object of verbs or prepositions. Examples are provided to illustrate the difference between subject and object pronouns. An exercise with 3 sentences is included to have the reader identify the correct subject or object pronoun.
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Powerpoint komputer rahma
- 1. APLIKASI KOMPUTER LEARN ABOUT NOUN CREATED BY: RAHMA PURIMA 4A BAHASA INGGRIS
- 2. 11 One of the most important types of words in English are nouns. Nouns are a part of speech that indicate people,things,objects, concepts,etc. There are six types of nouns in English. One of the most important types of words in English are nouns. Nouns are a part of speech that indicate people,things,objects, concepts,etc. There are six types of nouns in English.
- 3. Nouns Are A Part Of Speech That Indicate People,things,object, Concepts,etc.
- 4. FUNCTIONFUNCTION The function of a noun is to be the subject or object of a sentence. Nouns are what the sentence is about. Without a noun, the sentence makes no sense. Often, nouns are among the first words babies learn,because they are concrete and say a lot. "Baby," "ball," "mommy" and "daddy" are all nouns and are many children's first words.
- 5. THERE ARE SIX TYPES OFTHERE ARE SIX TYPES OF NOUNS . . .NOUNS . . .
- 7. NEXT . . .NEXT . . . 3.Uncountable concrete noun -Water I need some water.I'm thirsty! 4.Proper noun -Canada Tom lives in Canada
- 8. LL THE LAST . . . 5.Common noun -university I think tom should go to university to study science.
- 9. Examples of paragraph . . . Maren wants to join the Kona Kai Swim Team, but she has a problem. She goes to Collins School on Miller Avenue. The school is three miles from the pool. That is too far for her to walk. Besides, she has to feed her dog after school. The Kona Express Bus goes only halfway to the pool. Her brother Leif has a car, but he works at the Burger Pit Restaurant until late in the evening. He can’t drive her to practice.
- 10. THANK YOU ^-^