english CLA SPEAKING

PREVERBAL

before words, language before functional speech is learnt

• first noises e.g. crying - noise for a physical reason

• begins to exercise vocal chords

• first recognition of discourse

• cooing from 2 months - experimenting with noises

• noises forerun babbling

• babbling from 6 months - vowel and consonant sounds

• reduplicated babbling comes first - repeated same sound e.g. bababa

• variegated babbling later on - variation in consonant sounds

HOLOPHRASTIC

one word used to communicated

• first word around first birthday

• 12 - 18 months

• convey whole sentence with one word

• often mummy, daddy, concrete nouns

TWO WORD

using two words by combining words learnt in holophrase

• from 18 months, start to develop 2 words together with meaning

• lang becomes clearer and more defined

• begin to understand grammar and relationship between words used

• ‘vocab splurt’ or ‘ naming explosion’

• cognitive change occurs from 18 months, understand words have names and gain ‘naming insight’

• from slower lexical development to more rapid acquisition

• by age 2, may have 300 words

TELEGRAPHIC

recognising meaning, stringing more words together

• age 2 - move from 2 words to longer and more complete utterances - like a telegram (meaning in minimum words)

• more content words to convey meaning

• omit grammatical words which are needed for structural accuracy not meaning e.g. me going on trip

POST-TELEGRAPHIC

final stage, grammatically more complex combinations

• age 3

• increasingly like an adult

• grammatical words alongside content words

• by age 4, largely accurate and grammatically complex sentences

PHONOLOGY

protowords

made up words used to represent a word they cannot yet pronounce e.g. ray ray for raisins

PHONOLOGY

communicative competence

ability to form accurate and understandable utterances using the grammar system

PHONOLOGY

content and grammatical words

content - vital to meaning

grammatical - necessary for structural accuracy

PHONOLOGY

vegetative stage

features - sounds of discomfort or reflexive actions

e.g. crying, coughing, burping, sucking

0-4 months

PHONOLOGY

cooing stage

features - comfort sounds, vocal play

e.g. grunts and sighs become vowel like - ‘coos’, laughter, hard consonants and vowels, pitch and loudness practised with squeals, yells and shouts

4-7 months

marks beginning of prosodic features (intonation, pauses, stress, rhythm)

PHONOLOGY

babbling

features - extended sounds, resembling-like sequences, repeated patterns

e.g. sounds linking to own language, reduplicated and non reduplicated sounds

6-12 mnths

PHONOLOGY

proto-words

features - word like vocalisations

e.g. made up words

9-12 mnths

INTONATION

gives listener clues towards meanings of a message

pitch signals feelings (rising pitch shows excitement) or to give listener notice that giving up turn to speak

e.g. rising intonation indicates q

ALAN CRUTTENDEN

1974

compared adults and children to see if could predict football results from listening to intonation placed on teams

• adults accurately predicted

• children under 7 less accurate

shows children not born with innate understanding of intonation and it is learnt

DESMOND MORRIS

first 6 mnths - gurgles and babbles same regardless of nationality

deaf children create same sounds

changes at 6 mnths - become increasingly attuned to variations in rhythm of particular lang and babble represents this lang

shows can learn any lang at this stage

PHONEMIC EXPANSION

early developments allow child to increase variety of sounds produced

PHONEMIC CONTRACTION

reduce sounds to only those needed for their lang

PATRICIA KHUL

potential for lang learning much easier for infants

learn what sounds used in the lang

adults = cultural bound citizens so harder to be ecposed to diff sounds

• 6-8 mnths r-l sounds same in amercian and japanese babies

• 10-12mnths starts to sound diff

• babies absorb statistics of their lang and repeat the sounbds used in high frequencies - r-l important to american babies

same study with american and taiwanese babies

• american babies exposed to taiwanese and ab;e to grasp sounds when tested on

JUST AUDIO LEARNING - no learning

VIDEO LEARNING - no learning

ONLY LEARN WITH REAL PERSON TEACHING

infants need sounds and interaction

development in use of vowels and consonants

2.5 - all vowels and 2/3 consonants ,astered

4 - difficulty with hew consonants

6-7 - confident use

consonants first used correctly at starts of words

more difficulty with consonants at end

e.g. push vs rip

EARLY PHONOLOGICAL ERRORS

deletion

omitting final consonant in words

e.g. do(g)

EARLY PHONOLOGICAL ERRORS

assimilation

changing one consonant or vowel for another

common with early plosive sounds like b and d

e.g. gog for dog

EARLY PHONOLOGICAL ERRORS

addition

adding an extra vowel sound to the end of words

cvcv pattern

EARLY PHONOLOGICAL ERRORS

deletion of unstressed syllables

often deleted

e.g. nana for banana

EARLY PHONOLOGICAL ERRORS

consonant clusters

reduced to smaller units

e.g. pider for spider

EARLY PHONOLOGICAL ERRORS

substitution

substituting one sounds for another

e.g. pip for ship

EARLY PHONOLOGICAL ERRORS

reduplication

repeating a whole syllable

e.g. dada, mama

BERKO AND BROWN

1960s

looked at phonological errors to see how they link to understanding of words and ideas and ability to link lang

• a child referring to fish as fis couldnt link adult use of fis with same object

  • child recognises correct pronunciation but cannot manage to pronounce it themselves

GRUNWELL

1981

research on phonological devel. of children and order in which they developed diff sounds

MAMA VS DADA

roman jakobson

‘m’ sound easier to make because tend to do so when mouth fastened to bottle/ breast

MAMA VS DADA

breyne moskowitz

nasal sound ‘m’ more difficult

dada easier

FIRST WORDS

katherine nelson

1973

4categories

• naming

• actions/ events

• describing/ modifying

• personal/ social words

60% nouns

THEREFORE early vocab contains content words and function words come later

OVEREXTENSION

common for children

• link objects with similar qualities e.g. ‘dog’ for all 4-legged animals

  • word stretched to include things that aren’t usually part of word meaning

CATEGORICAL overextension

name for one member of a category is extended to all members of the category

e.g. apple for all round fruit

ANALOGICAL overextension

a word for one object is extended to one in a different category

usually on basis it has some physical or functional connection

e.g. ball used for a round fruit

MISMATCH STATEMENTS

one word sentences that appear quite abstract

UNDEREXTENSION

word used to label is reduced to only part of the meaning

e.g. white may refer to snow but not socks

JEAN AITCHISON

connects lexical and semantic development in stages

LABELLING - linking words to onjects to which they refer, understanding that things can be labelled

PACKAGING - exploring labels and to what they apply, using under/ overextension to understand the range of a words meaning

NETWORK BUILDING - making connections between words, understanding similarities and opposite meanings

• use hypernyms = general word: clothes

  • using hyponyms = more specific words within categories: socks, shoes

HALLIDAY

7 FUNCTIONS OF CHILD LANG 1978

INSTRUMENTAL - used to fulfill a need, such as to obtain food, drink or comfort e.g. concrete nouns

REGULATORY - used to influence behaviour of others without persuading, commanding or requesting

INTERACTIONAL - used to develop relationships and ease interaction e.g. ‘i love you mummy’

PERSONAL - express personal opinions, attitudes and feelings including identity

REPRESENTATIONAL/ INFORMATIVE - used to relay or request info

HEURISTIC - used to explore, learn, discover with qs or running commentary

IMAGINATIVE - used to tell stories and create imaginary constructs, accompanies play

behaviourist approach

skinner

pos/ neg reinforcement

pav dogs

environment

relies on others

nativist approach

innate lang learning

chomsky

biological - in nature to learn lang

restricted by other factors

LAD - language acquisition device

poverty of stimulus

cognitive

Piaget

must understand lang before can use it

social and ego-centric speech

social approach

bruner

shared reading experiment

lang as a result of socialisation

interaction

external model e.g. parents

POVERTY OF STIMULUS

critical period for lang learning

BOSTON UNIS

proficient at learning lang until 18

near impossible to learn native level fluency after 10

CHALLENGES:

• lack of knowledge surrounding brain

• hard to monitor

• generalisation

  • ethics

GENIE

put in basement and never spoken to/ allowed to speak

when was rescued, never fully grasped lang and stayed in early stages of lang for whole life

CATHERINE SNOW

1972

compared how mothers speak to 2 vs 10 y/o

• simpler and more exaggerated

  • concrete nouns

MARK VANDAM

2015

female caregivers more likely to use supportive lang and melodic intonation

male cregviers often present more challenging forms of vocab

M similar to talking to adults - less sing song and less simplifying

SCHLIEFFEN AND OCHS

CDS makes CLA easier for infants

HOWEVER:

• others studies look at Kaluli tribe who dont speak to children differently, yet develop lang the same

  • underestimation of how much lang learning comes from listening to other adults conversing with each other rather than through direct interaction with adults

VIRTUOUS ERROR

grammatical error made by young children in which the non-standard utterance reveals some understanding, though incomplete, of standard grammar

OVERGENERALISATION

learners extension of a grammatical rule beyond its normal use

past tense -ed

plural -s inflection

JEAN BERKO

1950s

study into pronunciation and morphological development

-s plural

WUG - asked for plural

¾ said ‘wugs’

INTERNALISATION

heard a rule so often that it was second nature to apply to make a plural

WATSON AND RAYNER

1920s

• Albert 9-12 months

• showed range of animals

• white rat - loud sounds

• developed phobia of rats

SKINNER

1957

beyond classical conditioning to operant conditioning

P/N REINFORCEMENT

• P- praise when say something so continue to act that way to receive more praise

• N - corrected so don’t make mistake again

learn through imitation and observation, with reinforcement from parents

CHALLENGES TO SKINNER

CHOMSKY disagreed

• theory not secure in showing how children acquire language

• impossible to have heard every sentence needed whilst talking, which is the idea that Skinner essentially introduces as children learn and imitate

• e.g. sentence ‘colourless green ideas sleep furiously’ grammatically but semantically does not make sense