Sign Up for Free
terms and conditions
for more information.
Copy and Edit
You need to log in to complete this action!
Register for Free
Sign in here
First language acquisition
Mind Map on First language acquisition, created by ANA G Jimenez on 01/20/2015.
No tags specified
Mind Map by
ANA G Jimenez
, updated more than 1 year ago
ANA G Jimenez
almost 9 years ago
First language acquisition
First language acquisition is remarkable for the speed with it takes place
to the speed of acquisition the fact that it generally occurs, without overt instructions for all children, regardless of great differences in their circumstances.
strong support for the idea that there is an inmate predisposition in the human infant to acquire language
A child requieres interaction with other language -users in order to bring this general language capacity into operation with a particular language such as English
that is why
the child must also be physically capable on sending and receiving sound signals in a language.
in order to
speak a language, a child must be able to hear that language being used by itself.
hearing a language is not enough.
A boy raised by deaf parents was exposure to TV and radio programs .
the boy did not acquire an ability to speak or understand English.
he did learn effectively ,by the age of three was the use of American Language
THE ACQUISISTION SCHEDULE
the same basis as the biologically determined development of motor skills.
this biological schedule
tied very much to the maturation of the infant's brain.
an infant is capable of distinguishing between sounds such as (ba) and (pa)
this acquisition capacity then requires is a sufficient constant type of "input"
the basis of the regularities in a particular language can be worked out.
is characteristically simplified speech style adopted
someone who spends a lot of time interacting with a young child.
salient features of this type of speech
the frequent use of questions, often using exaggerated intonations, extra loudness and slower temp with longer pauses.
Caregiver speech is also characterized by simple sentence structures and a lot of repetition.
it has generally been observed that the speech of those regularly interacting with very young children changes and becomes more elaborated as the child begins using more and more language.
Cooing and babbling
the earliest use of speech-like has been describe as cooing.
Speech perception studies have shown that by the time they are five months old, babies can already hear
difference between the vowels (i) and (a) and discriminate beteen syllables like (ba) and (ga)
the type of sound production is described as babbling
the child is sitting up and producing a number of different vowels and consonants, as well as combination such as ba-ba-ba and ga-ga-ga
children begin to pull themselves into a standing position during the tenth and eleventh months, they become capable of using their vocalizations to express emotions and emphasis
The one-word stage
characterized by speech in which single terms are uttered for everyday objects
"milk, cookie,cat,cup,and spoon"
use the term holophrastic (meaning a single form functioning as a phrase or sentence)
describe an utterance that could be analyzed as a word, a phrase, or a sentence.
The two word stage
around eighteen to twenty months
the child vocabulary moves beyond fifty words
the adult interpretation of such combination is of course, very tied to the context of their utterance.
significant functional consequences are that the adult behaves as if communication is taking place
characterized by strings of words (lexical morphemes)in phrases of sentences such as THIS SHOE, ALL WET AND DADDY GO BYE-BYE
the age of two-and-half, the child's vocabulary is expanding rapidly and the child is initiating more talk
increased physical activity includes running and jumping.
at this point, it is worth considering what kind of influence, if any the adults have in development of the child's speech.
The acquisition process
in this stage
exists a more accurate view would have the children actively constructing
what is said to them, possible ways of using language .The child's linguistic production appears to be mostly a matter of trying out constructions and testing whether they work or not.
it is simply not possible that the child is acquiring the language principally through a process of imitating adult speech.
that seems to be important in the child's acquisition process is the actual use of sound and word combination, either in interaction with others or in word play alone.
By the time a child is two and a half years old, the inflectional morphemes that indicate the grammatical function of the nouns and verbs used.
acquisition of plural marker is often accompanied by a process of overgeneralizacion
overgeneralizes the apparent rule of adding -so to plurals and will talk about foots and mans.
the same time, different forms of the verb "to be", such a are and was, begin to be used.
appearance of forms such as was and, at the same time, went and came should be noted.
there have been numorous studies of the development of syntax in children's speech .
appear to be three identifiable stages, which can vary
the general pattern seems to be :
stage 1: between 18 and 26 months
stage 2: beetween 22 and 30 months
stage 3: beetween 24 and 40 months.
the child has three stages wich has three procedures:
fisrt stage: simply ass a Whform (where,who) to the beginning of the expression
in the second stage, more complex expressions can be formed, but the raising intonation strategy continues to be used.
in the third stage, the requiered inversion of subject and verb in English questions appears (I can go-Can I go)
in the case of negatives, stage one seems to involve a simple strategy of putting no or not at hte beginning.
in the second stage the additional negative forms don't and can't appear, and with no and not , are increasingly used in front of the verb rather than at the beginning of the sentence.
the third stage sees the incorporation of the auxilary forms such as didn't and won't while the typical stage 1 dissapear.
Show full summary
Hide full summary
Want to create your own
First Language Acquisition
María José Arrobo Castillo
MCAT Study Plan
AQA Physics P1 Quiz
English Language Techniques
med chem 2 final exam
GCSE REVISION TIMETABLE
5 Tips for motivating your students
The Periodic Table
Cell Physiology and General Physiology of Excitable Tissues- Physiology PMU 2nd Year
Anatomie - sistemul digestiv 1