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Language Acquisition later stages
Morpheme & SyntaxAcquisition
(Steinberg & Sciarini, pp. 10-20)
Acquisition DeterminantsBrown (1973):
semantic & syntactic complexityDulay et al. (1982):
a predetermined order in the child’s
mind Steinberg & Sciarini (2006):(a) observability, meaningfulness,
distinctiveness(b) memory, logical thinking(pp. 11-17, 34-36)
Later Acquisition:Negation Rule Formation
Stages:I. no/not + X (noun, verb)
(e.g., “No money,” “Not a teddy bear”)
II. Negatives appear in the middle.(e.g., “I don’t want it,’ “He no bite you”)
III. ‘am not,’ ‘will not (=won’t),’ ‘don’t,’ and‘didn’t,’ and ‘can’t’ emerge.(e.g.,“Paul can’t have one,” “You didn’t caughtme,” “I not hurt him”)
Role of the environment (in-put)
• The mother’s speech sounds were found to reach the ear of the fe-tus above the background sounds (heartbeat and blood flow)
• Mothers’ reading of a story to their newborns
Comprehension vs production
• Comprehension develops before speech production.
Huttenlocher 1974Sachs and Truswell study
• Thought as the basis of speech comprhen-sion
(pp. 24-27)
Parentese (motherese)
• The sort of speech that children re-ceive when they are young
• Highly grammatical and simplified• Short and simple structures• Simple and short vocabulary• Exaggerated intonation and stress
Baby talk
• A form of parentese but with its own characteristics.
• Involves the use of vocabury and syntax that is overly simplified and reduced.
• Vocabulary: ‘bow-wow,’ ‘choo-choo’
Role of imitation, rule learning, and correction
• Children seem to enjoy imitating the sounds that they hear
• Imitation of the sounds can apply only to speech pro-duction and not to speech comprehension.
• Productivity by rule *sheeps, *mouses,
Conclude: Parents corrections are rare and do not play a role in grammar learning.
(pp. 31-32)
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