Language Acquisition and Language Development

Language Language Acquisition andAcquisition and

Language Language DevelopmentDevelopment

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Theories of Child Language Theories of Child Language AcquisitionAcquisitionConstruction of grammarConstruction of grammar

progressing from simple rules to more complex progressing from simple rules to more complex rulesrules

ReinforcementReinforcement


progressing from simple rules to more complex progressing from simple rules to more complex rules: rules:

oo no want some foodno want some food




oo I no want some food / I dont want some foodI no want some food / I dont want some food





oo I dont want no foodI dont want no food






oo I don’t want any food.I don’t want any food.







They are not mistakes in the child’s languageThey are not mistakes in the child’s language







They are not mistakes in the child’s language; they They are not mistakes in the child’s language; they reflect the grammar at a certain stage of reflect the grammar at a certain stage of development.development.

Language DevelopmentLanguage Development

Unlike animals, whose cries of Unlike animals, whose cries of alarm are inborn, humans need alarm are inborn, humans need prolonged post-natal experience prolonged post-natal experience before they can produce and before they can produce and decode the sounds that are the decode the sounds that are the basis for language. basis for language.


Unlike animals, whose cries of Unlike animals, whose cries of alarm are inborn, humans needalarm are inborn, humans need prolonged post-natal experience prolonged post-natal experience before they can produce and before they can produce and decode the sounds that are the decode the sounds that are the basis for language. basis for language.

Unlike animals, whose cries of Unlike animals, whose cries of alarm are inborn, humans need alarm are inborn, humans need prolonged post-natal experience prolonged post-natal experience before they can produce and before they can produce and decode the sounds that are the decode the sounds that are the basis for language.basis for language. Children can Children can learn a language only if they are learn a language only if they are exposed to the words of this exposed to the words of this language during a limited, critical language during a limited, critical period before puberty. period before puberty.


Unlike animals, whose cries of Unlike animals, whose cries of alarm are inborn, humans need alarm are inborn, humans need prolonged post-natal experience prolonged post-natal experience before they can produce and before they can produce and decode the sounds that are the decode the sounds that are the basis for language.basis for language. Children can Children can learn a language only if they are learn a language only if they are exposed to the words of this exposed to the words of this languagelanguage during a limited, critical during a limited, critical period before puberty. period before puberty.


Unlike animals, whose cries of Unlike animals, whose cries of alarm are inborn, humans need alarm are inborn, humans need prolonged post-natal experience prolonged post-natal experience before they can produce and before they can produce and decode the sounds that are the decode the sounds that are the basis for language. Children can basis for language. Children can learn a language only if they are learn a language only if they are exposed to the words of this exposed to the words of this language during a limited, critical language during a limited, critical period before puberty.period before puberty. Similar Similar conditions of exposure or non-conditions of exposure or non-exposure outside this critical exposure outside this critical period, later in adult life, will have period, later in adult life, will have little effect on language little effect on language acquisition. acquisition.


In addition, the phonetic structure In addition, the phonetic structure of the particular language that of the particular language that someone hears during the first few someone hears during the first few years of life will permanently years of life will permanently affect the way that person affect the way that person perceives and produces speech. perceives and produces speech.


During the first few months of life, infants During the first few months of life, infants do not have any inborn predispositions for do not have any inborn predispositions for the characteristic phonemes of any the characteristic phonemes of any particular language. particular language.



Hence they can perceive and discriminate Hence they can perceive and discriminate all the sounds of any human language. all the sounds of any human language.




But eventually, people lose this ability. But eventually, people lose this ability.




But eventually, people lose this ability. For But eventually, people lose this ability. For example, adult native speakers of Japanese example, adult native speakers of Japanese cannot reliably distinguish the English “R”cannot reliably distinguish the English “R” and “L” sounds, probably because this and “L” sounds, probably because this phonetic distinction does not occur in phonetic distinction does not occur in Japanese. Japanese.


Studies have been conducted to determine Studies have been conducted to determine up to what age Japanese babies can still up to what age Japanese babies can still discriminate between these two sounds. discriminate between these two sounds.


Studies have been conducted to determine Studies have been conducted to determine up to what age Japanese babies can still up to what age Japanese babies can still discriminate between these two sounds. discriminate between these two sounds.

In these studies, discrimination was In these studies, discrimination was measured by an increase in the frequency measured by an increase in the frequency with which the babies engaged in sucking with which the babies engaged in sucking behaviour or turned their heads away when behaviour or turned their heads away when presented with one of these sounds after presented with one of these sounds after they had habituated to the other. they had habituated to the other.


It was found that at 4 months of age, It was found that at 4 months of age, Japanese babies could distinguish the “R” Japanese babies could distinguish the “R” and “L” sounds just as well as 4-month-and “L” sounds just as well as 4-month-olds who were growing up in English-olds who were growing up in English-speaking families. speaking families.



But around 6 months of age, the two sets But around 6 months of age, the two sets of babies showed preferences for the of babies showed preferences for the phonemes of their mother tongues. phonemes of their mother tongues.



But around 6 months of age, the two sets But around 6 months of age, the two sets of babies showed preferences for the of babies showed preferences for the phonemes of their mother tongues. phonemes of their mother tongues.

By the time they were 1 year old, the By the time they were 1 year old, the babies no longer responded at all to the babies no longer responded at all to the phonetic elements of a language other than phonetic elements of a language other than their own.their own.


What should the child be able to What should the child be able to do?do?

Language DevelopmentLanguage DevelopmentLanguage DevelopmentLanguage Development

Hearing and Understanding Speaking


Birth to One YearBirth to One YearHearing and Understanding Speaking

Startles to loud sounds Quiets or smiles when spoken to Seems to recognize your voice and quiets if crying Increases or decreases sucking behavior in response to sound

Makes pleasure sounds (cooing, gooing) Cries differently for different needs Smiles when sees you

What should the child be able to What should the child be able to do?do?(Birth - 3

Months)

AAt 4 months of age, Japanese babies could distinguish the t 4 months of age, Japanese babies could distinguish the “R” and “L” sounds just as well as 4-month-olds who were “R” and “L” sounds just as well as 4-month-olds who were growing up in English-speaking families.growing up in English-speaking families.


Moves eyes in direction of sounds

Responds to changes in tone of your voice

Notices toys that make sounds

Pays attention to music

Babbling sounds more speech-like with many different sounds, including p, b and m

Vocalizes excitement and displeasure

Makes gurgling sounds when left alone and when playing with you



(4 - 6 Months)

AAround 6 months of age, the two sets of babies showed round 6 months of age, the two sets of babies showed preferences for the phonemes of their mother tongues. preferences for the phonemes of their mother tongues.


Enjoys games like peekaboo and pat-a-cake Turns and looks in direction of sounds Listens when spoken to Recognizes words for common items like "cup", "shoe," or "juice" Begins to respond to requests (e.g. "Come here" or "Want more?")

Babbling has both long and short groups of sounds such as "tata upup bibibibi" Uses speech or noncrying sounds to get and keep attention Imitates different speech sounds Has one or two words (bye-bye, dada, mama). although they may not be clear



(7 Months - 1 Year)

By the time they were 1 year old, the babies no longer By the time they were 1 year old, the babies no longer responded at all to the phonetic elements of a language responded at all to the phonetic elements of a language other than their own.other than their own.

One to Two YearsOne to Two Years


Points to a few body parts when asked. Follows simple commands and understands simple questions ("Roll the ball," "Kiss the baby," "Where's your shoe?"). Listens to simple stories, songs, and rhymes. Points to pictures in a book when named.

Says more words every month. Uses some one- or two- word questions ("Where kitty?" "Go bye-bye?" "What's that?"). Puts two words together ("more cookie," "no juice," "mommy book"). Uses many different consonant sounds at the beginning of words.



Two to Three YearsTwo to Three Years


Understands differences in meaning ("go-stop," "in-on," "big-little," "up-down"). Follows two requests ("Get the book and put it on the table").

Has a word for almost everything. Uses two- or three- word "sentences" to talk about and ask for things. Speech is understood by familiar listeners most of the time. Often asks for or directs attention to objects by naming them.



Three to Four YearsThree to Four Years


Hears you when you call from another room.

Hears television or radio at the same loudness level as other family members.

Understands simple "wh" (who, what, where,why) questions.

Talks about activities at school or at friends' homes.

Speaks clearly enough that people outside of the family usually understand his or her speech.

Uses a lot of sentences that have four or more words.

Usually talks easily without repeating syllables or words.



Four to Five YearsFour to Five Years

Hearing and Understanding

Speaking

Pays attention to a short story and answers simple questions about it.

Hears and understands most of what is said at home and in school.

Makes voice sounds clear like other children's.

Uses sentences that give lots of details (e.g., "I like to read my books").

Tells stories that stick to topic.

Communicates easily with other children and adults.

Says most sounds correctly (except perhaps certain ones such as l, s, r, v, z, ch, sh, th).

Uses the same grammar as the rest of the family.



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