Grammatical Development 2

megan langdon
Mind Map by megan langdon, updated more than 1 year ago
megan langdon
Created by megan langdon almost 5 years ago
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Child Language acquisition mind map about early development of lang

Resource summary

Grammatical Development 2
1 Will consider acquisition of grammatical rules in more depth
1.1 Consider inflections, Qs, negatives
2 Acquisition of inflections
2.1 Predictable patterns
2.1.1 Revealed by research in acquisition of inflections
2.2 Grammatical function words
3 Brown 1973
3.1 Study - 20 - 30 month olds exhibited sequence
3.1.1 1. Ing
3.1.2 2. Plural - s
3.1.3 3. Possessive - s
3.1.4 4. 'the', 'a'
3.1.5 5. Past tense - 'ed'
3.1.6 6. Third person singular verb ending - s
3.1.7 7. Auxiliary 'be'
4 Cruttenden 1979
4.1 1. Memorize words individually.. No regard for rules
4.2 2. Awareness of gen princ govting inflections
4.3 3. OVER - GENERALIZATION
4.4 4. Correct inflections used, including irregular forms
5 Understanding of grammatical rules
5.1 Researchers
5.1.1 How do children produce grammatically accurate constructions so early in their development?
5.2 Rules??
5.3 Imitation??
6 Berko 1958
6.1 'Wug'
6.2 'This is a Wug'
6.3 'Now there is another one, there are 2 of them'
6.4 Complete the sentence = 'There are two...'
6.5 4 Yrs = 'Wugs'
6.6 Grammatical rule for plural 's' clearly being applied
7 Overgeneralisation
7.1 2 1/2 - 5 yrs
7.1.1 Grammatical errors - show awareness of rules
7.2 They 'overgen / overregularize', trying to make lang more consistent than it is
7.2.1 Sheeps
7.2.2 Wented
7.2.3 Mouses
8 Be careful
8.1 Although children apply grammatical rules this way, they are NOT conscious they have acquired them & wouldn't be able to explain
8.1.1 = NO METALINGUISTIC AWARENESS
9 Qs
9.1 Asking Qs involves complex constructions
9.2 Research
9.2.1 Suggests 3 stages involved in acquiring this skill
9.2.1.1 1. Two - word stage
9.2.1.1.1 Qs rely on rising intonation only
9.2.1.2 2. Second yr
9.2.1.2.1 Q words acquired, first 'what' & 'where'. then 'why', 'who' & 'how'
9.2.1.2.1.1 = 'Where daddy gone?'
9.2.1.3 3. Third yr
9.2.1.3.1 Begin to use auxiliary verbs & inversion
9.3 Therefore
9.3.1 'Joe is here' becomes 'Is Joe here?'
9.4 However
9.4.1 Qs involving - wh words not always correctly inverted 'Why Joe isn't here?' - virtuous error
10 Negation
10.1 NO
10.2 Also appears that the accurate expression of neg (stereotypically characterised by 'terrible 2s') occurs in 3 stages
10.2.1 1. Single dependence on words 'no' & 'not' used independently or in front of expressions - 'no want' & 'no go bed'
10.2.2 2. Third yr
10.2.2.1 'Don't' & 'can't' appear.
10.2.2.1.1 Begin to appear after S & before V - 'I don't want it' & 'Sammy can't play'
10.2.3 3. More neg forms acquired 'didn't' & 'isn't'.
10.2.3.1 Neg constructions not gen more accurate
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