All children learn to speak within a few years unless brain damaged Very few parents are trained to accomplish this task Babies are given no or little explicit instruction to help them Babies hear only a limited sample of language whilst they learn it ID: 357519
Download Presentation The PPT/PDF document "Extraordinary facts about child language..." is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Extraordinary facts about child language acquisition
All children learn to speak within a few years unless brain damaged.
Very few parents are trained to accomplish this task.
Babies are given no or little explicit instruction to help them.
Babies hear only a limited sample of language whilst they learn it.
Babies produce sentences they have never heard anyone say.
Few other animals are capable of much language at all.
There are no gaps in between words in spoken language: babies hear a continuous stream of sound.
If you expose a baby to two languages at the same time they will learn both.Slide2
A Quick Recap
Explain these terms in your own
words.
Inflectional Morphology:Derivational Morphology:Virtuous Error:Overgeneralisation: Slide3
Overgeneralisation
Children start to apply rules that they have observed in other people’s language. If a child has heard –
ed
used when talking about events that occurred in the past, they might start applying this rule to all verbs. This is ok for verbs such as walked, pushed or opened, but many verbs have irregular past tense forms.Name 3 verbs that don’t have regular past tense forms. Slide4
Jean Berko
and the
Wugs
...The majority of children naturally formed the –s plural of the fictional creature The Wug.This also worked with other fictional creatures – heaf, cra, tor, lun – with broadly similar results. Slide5
Analysing Data
You are going to be given a selection of data extracts and a table to collate your findings in.
This task is designed to enable you to demonstrate your current level of
understanding.Slide6
Data Analysis Prompts
Lexis
:
Which words appear and how do they relate to the child’s world? Which word classes appear and which are missing?Semantics: Do the children have a grasp on the words meanings? Are there any virtuous errors? Are
there any issues over correct labelling of objects, creatures, people
?
Grammar (morphology and syntax)
Are
the words in the correct adult order?
How
are suffixes used?
What do they do?
How
many morphemes in the utterance?
Pragmatics:
How
is turn-taking used?
Do
the children understand the less obvious / more indirect forms of communication? Slide7Slide8
And finally...
What did you find easy to identify in the data?
What did you find difficult?
What areas do you think you need to revise over half term? Slide9
Key Concept Quiz
The answers....Slide10
Stages of Language Acquisition
Pre-verbal
V________:
Reflex crying noisesC_____: Open mouth vowel soundsB_______: Repeated consonant vowel soundsP____-w___: Babbling sounds that seem to match actual word sounds. Slide11
Link the term to the description to the example
Proto-Word
Holophrastic
Two Word
Telegraphic
Post-Telegraphic
Sounds that are similar to actual words, but applied inconsistently to referents
Single words that relate consistently to identifiable referents
Utterances consisting of two words with a range of patterns
Utterances consisting of 3+ words from which grammatical function words are omitted
Utterances where words omitted from the Telegraphic phase start to appear and clauses begin to be linked
Goggie
Daddy
Where Mummy?
That my doll
We went to the park and played on the swingsSlide12
Holophrastic Stage
The one-word or holophrastic stage begins at around 12 to 18
months.
Give 3 examples of common holophrastic stage wordsAny example of a word that has greater connotations than its simple meaning. Extension: Explain why these words are the most common.
What categories do a child’s first words fit into?
Naming, Action, Modifying, Social
Extension:
Give an example of eachSlide13Slide14
Exploring the Telegraphic Stage
What do children omit from their utterances at
this stage?
Grammatical wordsRuby: Mummy go work on train.
Lexical Words present
Auxilary
Verb ‘is going’ missing
Preposition ‘to work’ missing
Determiner ‘the train’ missing
Inflection –
ing
is missing. Grammatical words are omitted. Slide15
What did Mehler
suggest about French babies?
Mehler
found that French babies of only four days old could tell the difference between French and other languages. They were played tapes of different languages and sucked on their dummies harder (apparently a sign of
increased interest) when the
French speaking tapes were
played. Slide16
Categorical Overextension
When a word is stretched to mean a
Hypernym
rather than a Hyponym. Example: Apple (Hyponym) Fruit (Hypernym) Only when a child has picked up other hyponyms within the same category does
this start to disappear. Slide17
Analogical Overextension
Relates to the function or perception of
an object. A scarf might be called a cat
when a child strokes it... = ?Slide18
Mismatch or Predicate Statements
Statements that convey some form of
abstract Information
For example: a child might use the word ‘doll’ when referring to an empty cot. This may appear to be a complete mislabelling of the item, but appeared to be linked to the absence of something they expected to be there. Slide19
Underextending Words
Words can also have their meaning
underextended
. A child may have a clear idea of what a banana looks like when faced with a real banana, but fail to recognise it in a book or photograph. This mislabelling sheds some light on how they learn to link words and meaning to objects around them.Slide20
What form of Extension is happening?
Child’s Words
Context in Utterance
TigerUsed when looking at pictures of tigers, lions and leopards. Socks
Used when referring
to gloves.
Duck
Used when talking about
feeding ducks, pigeons and other birds in a park.
Cat
Used when pointing at a door where a cat normally resides.
Shoes
Used when referring to own pair of shoes,
but not when talking about any other type of shoe. Slide21
Mean Length Utterance
What is Mean Length Utterance calculated in?
Bound and Free Morphemes
Label the Morphemes in this utterance: The bike throwed me off the front and I hurted my bum.
Give an example of a Gestalt Expression.
expressions which are joined together into
unsegmented
chunks, for example: ‘
Wassat
?’
What term is this the definition of:
to break down the stream of
speech into understandable units of meaning. Slide22
And Finally...
Which section did you find most difficult?
Why?
Would you have done better if I had given you time to revise?