ºÝºÝߣ

ºÝºÝߣShare a Scribd company logo

Child's language acquisition presentation

?Download as PPTX, PDF?
?
Salvador Ram¨ªrez
Salvador Ram¨ªrez

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

1 of 11
Downloaded 452 times
СÌï @ www.iloveppt.org The Child¡¯s Acquisition of Language Chapter 9 V. Fromkin & R. Rodman
The development of the linguistic and communicative competences in children is a process still under discussion and investigation. ?Children do not store all the words and sentences in a mental dictionary ?They learn how to construct sentences ?They learn to understand sentences they have never heard before ?Children learn ¡°rules¡± that permit them to have a more creative use of the language ?No one teaches them.
Linguistic and Communicative Competences Competence: The knowledge that enables a person to speak and understand a language. Merriam-Webster Online Dictionary Linguistic Competence: The knowledge of a person that allows him to make the proper use of language in terms of grammar and meaning Communicative Competence: The knowledge of a person that allows him/her to make the proper use of language in terms of social and cultural context
Learning/Acquisition Stages Stages are similar/ universal Some last for short time, some others remain longer In some occasions, stages may overlap for a short period of time Stages are divided in two major categories: Prelinguistic & Linguistic
Stages The Babbling Stage It is called babbling when their regular sounds become more familiar with what is a human language sound. Starts around the sixth month of age Babies start producing a large variety of sounds All children babble Scholars differ between if babbling is a crucial stage for language development in children or not Children must receive auditory input for language develop (sign input for deaf children) The role of babbling in language acquisition is still not clearly understood
Stages The Holophrastic Stage Holo: ¡°Complete¡± It is a stage in which children uses one word as a Phrase: ¡°Sentence¡± complete sentence. Starts at the first year of age (varies from child to child) Words/Sentences are every time acquiring more and different meaning. During this period, the use of language with social purposes is also developed Most of the Word-sentences used by children in this stage are Mono-syllabic Linguists say that children will acquire sounds of most of the languages in the world, and then those will be molded to acquire more difficult sounds. It is not possible to determine the extent of grammar. Children are able to understand more than what they can produce.
Stages The two-word Stage This is the stage in which children start using two-word utterances Starts at the 2 years of age (varies from child to child) Children start connecting words by pairs. Normally, those words are part of the vocabulary they had/acquired during the holophrastic stage The children will show definite syntactic and semantic relation to connect two words. Also, will use intonation instead of a pause between those words. Variations in meaning are this time much bigger than in the prior stage.
Stages Telegraph to infinity Called this way because children seem to speak like reading a WU message It is the stage in which the children are able to string more than two words together with a sentence-like structure Sentences generated in this stage are formed only with meaning vocabulary not with functional vocabulary Functional vocabulary is developed also in this stage, approximating to adult grammar Discussing this stage, some researchers state that it is better to stage the child¡¯s language development depending on the amount of utterances
Theories Imitation: The children imitate what they hear Imitation occur to some extent. By imitating, children is able to acquire the correct pronunciation of words, and a more advanced vocabulary; but, they are still capable of creating their own sentences. The child will not be able to imitate a whole and far complex sentence , however, he/she will be able to convey his/her desired message in the way he/she can and exclusively relying on his/her resources (background knowledge or communicative competence) Reinforcement: children corrects their speech by the continuous feed-back and reinforcement obtained from adults surrounding them. Even when it occurs to some extent, it doesn¡¯t explain how children are able to create sentences not heard before by them. Also, the corrections that take place during the child¡¯s speech, is more directed to correct the content, than to correct the form. Also, for children will be hard to understand, that they are committing an error, because, even when the correction is done in a very direct manner, they will not realize they are being corrected.
Theories Far beyond of imitating or receiving reinforcement, children use other techniques to become creators of language: Transforming Pitch/Intonation Create questions Overgeneralization Narrowing meaning Learn the exceptions to the rule
Rodrigo Salvador Thank You

More Related Content

Child's language acquisition presentation

  • 1. СÌï @ www.iloveppt.org The Child¡¯s Acquisition of Language Chapter 9 V. Fromkin & R. Rodman
  • 2. The development of the linguistic and communicative competences in children is a process still under discussion and investigation. ?Children do not store all the words and sentences in a mental dictionary ?They learn how to construct sentences ?They learn to understand sentences they have never heard before ?Children learn ¡°rules¡± that permit them to have a more creative use of the language ?No one teaches them.
  • 3. Linguistic and Communicative Competences Competence: The knowledge that enables a person to speak and understand a language. Merriam-Webster Online Dictionary Linguistic Competence: The knowledge of a person that allows him to make the proper use of language in terms of grammar and meaning Communicative Competence: The knowledge of a person that allows him/her to make the proper use of language in terms of social and cultural context
  • 4. Learning/Acquisition Stages Stages are similar/ universal Some last for short time, some others remain longer In some occasions, stages may overlap for a short period of time Stages are divided in two major categories: Prelinguistic & Linguistic
  • 5. Stages The Babbling Stage It is called babbling when their regular sounds become more familiar with what is a human language sound. Starts around the sixth month of age Babies start producing a large variety of sounds All children babble Scholars differ between if babbling is a crucial stage for language development in children or not Children must receive auditory input for language develop (sign input for deaf children) The role of babbling in language acquisition is still not clearly understood
  • 6. Stages The Holophrastic Stage Holo: ¡°Complete¡± It is a stage in which children uses one word as a Phrase: ¡°Sentence¡± complete sentence. Starts at the first year of age (varies from child to child) Words/Sentences are every time acquiring more and different meaning. During this period, the use of language with social purposes is also developed Most of the Word-sentences used by children in this stage are Mono-syllabic Linguists say that children will acquire sounds of most of the languages in the world, and then those will be molded to acquire more difficult sounds. It is not possible to determine the extent of grammar. Children are able to understand more than what they can produce.
  • 7. Stages The two-word Stage This is the stage in which children start using two-word utterances Starts at the 2 years of age (varies from child to child) Children start connecting words by pairs. Normally, those words are part of the vocabulary they had/acquired during the holophrastic stage The children will show definite syntactic and semantic relation to connect two words. Also, will use intonation instead of a pause between those words. Variations in meaning are this time much bigger than in the prior stage.
  • 8. Stages Telegraph to infinity Called this way because children seem to speak like reading a WU message It is the stage in which the children are able to string more than two words together with a sentence-like structure Sentences generated in this stage are formed only with meaning vocabulary not with functional vocabulary Functional vocabulary is developed also in this stage, approximating to adult grammar Discussing this stage, some researchers state that it is better to stage the child¡¯s language development depending on the amount of utterances
  • 9. Theories Imitation: The children imitate what they hear Imitation occur to some extent. By imitating, children is able to acquire the correct pronunciation of words, and a more advanced vocabulary; but, they are still capable of creating their own sentences. The child will not be able to imitate a whole and far complex sentence , however, he/she will be able to convey his/her desired message in the way he/she can and exclusively relying on his/her resources (background knowledge or communicative competence) Reinforcement: children corrects their speech by the continuous feed-back and reinforcement obtained from adults surrounding them. Even when it occurs to some extent, it doesn¡¯t explain how children are able to create sentences not heard before by them. Also, the corrections that take place during the child¡¯s speech, is more directed to correct the content, than to correct the form. Also, for children will be hard to understand, that they are committing an error, because, even when the correction is done in a very direct manner, they will not realize they are being corrected.
  • 10. Theories Far beyond of imitating or receiving reinforcement, children use other techniques to become creators of language: Transforming Pitch/Intonation Create questions Overgeneralization Narrowing meaning Learn the exceptions to the rule