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First Language Acquisition
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First Language Acquisition
Early Stages
- COOING (0-6 months): earliest use of speech-like sounds. Example: Vowel sounds similar to [i] and [u]. Velar sounds similar to [k] and [g]
- BABBLING (6-8 months): The most dinstictive episode in this stage are the consonant and vowel combinations that the child can produce. Nasal sounds become more common Example: BA-BA-BA / MA-MA-MA
- ONE-WORD STAGE (12-18 months): children begin to produce a variety of recognizable single unit utterances. Holophrastic speech is distinctive in this stage (single form functioning as a phrase).Example: Cookie (possible meaning: "I want a cookie").
- TWO-WORD STAGE (18-24 months): The child can use two distinctive words together. The contribution of interaction in this stage is the feedback that the child receives in response of what he expressed, the context has a big influence in what other people interprets from the utterance. Example: Baby Chair (possible meanings: this is baby's chair / put baby in chair)
- THREE-WORD STAGE or TELEGRAPHIC STAGE:(24 months-and on): The child can produce a "multiple-word" speech. But most important that the amount of words is the variation in words forms that start to appear. In this stage MORPHEMES begin to be acquired.
- Aproximated acquisition order of some grammatical morphemes (BROWN'S)
- 28-36 months: Present progressive (-ing) / Plural (-s)
- 36-42 months: Irregular past forms (went) / Possesive ('s) /Copula (am-is-are)
- 40-46 months: Articles(a - the) / Regular Past Tense (-ed) / 3rd Person Regular Present Tense (-s eg. She dances)
- 42-53+ months: Third Person Irregular (eg. She does/ He goes)
- 40-46 months: Articles(a - the) / Regular Past Tense (-ed) / 3rd Person Regular Present Tense (-s eg. She dances)
- 36-42 months: Irregular past forms (went) / Possesive ('s) /Copula (am-is-are)
- 28-36 months: Present progressive (-ing) / Plural (-s)
- Aproximated acquisition order of some grammatical morphemes (BROWN'S)
- THREE-WORD STAGE or TELEGRAPHIC STAGE:(24 months-and on): The child can produce a "multiple-word" speech. But most important that the amount of words is the variation in words forms that start to appear. In this stage MORPHEMES begin to be acquired.
- TWO-WORD STAGE (18-24 months): The child can use two distinctive words together. The contribution of interaction in this stage is the feedback that the child receives in response of what he expressed, the context has a big influence in what other people interprets from the utterance. Example: Baby Chair (possible meanings: this is baby's chair / put baby in chair)
- ONE-WORD STAGE (12-18 months): children begin to produce a variety of recognizable single unit utterances. Holophrastic speech is distinctive in this stage (single form functioning as a phrase).Example: Cookie (possible meaning: "I want a cookie").
- BABBLING (6-8 months): The most dinstictive episode in this stage are the consonant and vowel combinations that the child can produce. Nasal sounds become more common Example: BA-BA-BA / MA-MA-MA
- COOING (0-6 months): earliest use of speech-like sounds. Example: Vowel sounds similar to [i] and [u]. Velar sounds similar to [k] and [g]
NEGATION
- STAGE I: Negation is shown by the use of gestures or nodding. Then the word "no" is added.
- STAGE II: at this stage the subject may be included to the utterance. Children tend to put the negation form in front of the verb. "Don't" starts to be used to express rejection or prohibition. Examples: He no bite you / Don't do that
- Stage III: the structure of the sentence increases its complexity. The expression "can't" is included in the list of negation forms. The overgeneralization of persons is common at this stage. Examples: I can't do it / He don't eat apples
- STAGE IV: Children begin to attach the negative element with the correct form of the auxiliary verb. But sometimes double negatives are used. Examples: She doesn't want it / I don't have no candies
- Stage III: the structure of the sentence increases its complexity. The expression "can't" is included in the list of negation forms. The overgeneralization of persons is common at this stage. Examples: I can't do it / He don't eat apples
- STAGE II: at this stage the subject may be included to the utterance. Children tend to put the negation form in front of the verb. "Don't" starts to be used to express rejection or prohibition. Examples: He no bite you / Don't do that
- STAGE I: Negation is shown by the use of gestures or nodding. Then the word "no" is added.
QUESTIONING
- STAGE 1: Rising intonation is the first observable development in questionning. They can also produce well structured questions learnt by chunks. Examples: Cookie? / Where's daddy?
- STAGE II: They use the word order of declarative sentences with rising intonation as questions. Examples: You like this? / You catch it?
- STAGE III: Putting a verb or question word to begin a sentence (fronting) and keeping the rest of the sentence in its statement form is the observable development at this stage. Example: Why you don't have one?
- STAGE IV: Subject-auxiliary inversion but not yet with "wh" questions. Examples: Do you like cookies? / Where I can draw?
- STAGE V: the improvement is shown in the fact that now they can do the inversion in "wh" questions but not in negative "wh" questions. Examples: Why can e go out? / Why he can't go out?
- STAGE VI: Children are able to correctly form all question types. Error will gradually dissapear.
- STAGE V: the improvement is shown in the fact that now they can do the inversion in "wh" questions but not in negative "wh" questions. Examples: Why can e go out? / Why he can't go out?
- STAGE IV: Subject-auxiliary inversion but not yet with "wh" questions. Examples: Do you like cookies? / Where I can draw?
- STAGE III: Putting a verb or question word to begin a sentence (fronting) and keeping the rest of the sentence in its statement form is the observable development at this stage. Example: Why you don't have one?
- STAGE II: They use the word order of declarative sentences with rising intonation as questions. Examples: You like this? / You catch it?
- "WH" Question Acquisition Order
- WHAT: reflects the curiosity of wanting to know what is the name of certain objects. Often expressed in "whatthat?")
- WHERE and WHO: these two expressions emerge very soon . They start using "where" when they feel the absence of a relative (Eg. where's mummy?), and "who" to start learning people's names.
- WHY: Emereges at around 2 years old. Great tool for interacting with adults. Even though they ask a lot, most of the times they don't understand explanations fully.
- HOW and WHEN: are the last ones to be acquired due to the fact that before using them they have to understand manner and time.
- WHY: Emereges at around 2 years old. Great tool for interacting with adults. Even though they ask a lot, most of the times they don't understand explanations fully.
- WHERE and WHO: these two expressions emerge very soon . They start using "where" when they feel the absence of a relative (Eg. where's mummy?), and "who" to start learning people's names.
- WHAT: reflects the curiosity of wanting to know what is the name of certain objects. Often expressed in "whatthat?")
- Question Acquisition
- STAGE 1: Rising intonation is the first observable development in questionning. They can also produce well structured questions learnt by chunks. Examples: Cookie? / Where's daddy?
Basic Requirements for its development
- Interaction with other language users
- Physical capability of sending and receiving sound signals.
Information
- Description
- upper intermediate Applied Linguistics Mind Map on First Language Acquisition, created by Javiera Gutiérre on 18/04/2016.
- Created by
- Javiera Gutiérre · Apr 2016
- Updated
- Apr 25, 2016
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