how children learn language edied

8/9/2019 How Children Learn Language Edied

1/148

1


2/148

` Speech Production

` Speech Comprehension

2


3/148


4/148

All babies make the samevariety of sounds

Crying, cooing, gurgling

Unlearned

4


5/148

Repeated syllables (i.e. panpan, baba,gigi)

Most syllables basic Consonant (C) +Vowel (V)

Some simple closed syllables:C + V + C (panpan)

5


6/148

` 6 months Distinctive babbling using some intonation of language

they hear

6


7/148

` Advanced stage of babbling into uttering first

words

` Sounds in babbling not always immediately

realized in speech

7


8/148

` Consonants acquired in front-to-back order

` /m/, /p/, /b/, /t/ & /d/ precede /k/, /g/ and /x/

8


9/148

` Vowels acquired in back-to-front order

` /a/ (ball) & /o/ low preceding /i/ meet and / / (mu

d)

9


10/148

` Two variables: Visibility of articulators

Ease of articulation

10


11/148

` Child observes where speech sounds come

from

` Child notes relationships between sounds and

position of noticeable speech articulatorsparticularly mouth and lips /m/, /p/ & /b/ learned first

/k/, /g/, /s/ & /z/ learned later

11


12/148

12

` Vowels are learned through trial and error

` Sounds closest to resting position ofarticulators (e.g. back vowels such as /a/(watch) learned first)

` Tense vowels such as /i/ (feet) learnedlater


13/148

Naming, Holophrastic, Telegraphic,Morphemic


14/148

` 4 months to 18 months, on average around 10months

` Children are said to have learned their firstword when: (1) they utter a recognizable speech form in

conjunction with (2) some object or event in the

environmentx i.e. da for daddy

14


15/148

` Holophrastic holo whole phras phrase or sentence

` Single words to refer not only to objects butalso complex thoughts involving thoseobjects i.e. crying out mama when lost in departmental

store to mean I want mama One word to describe a thought that adults use

a whole sentence to describe

15


16/148

` Complex situation described by a series of single-

word holophrases i.e. peach, Daddy, spoon

16


17/148

` Around 2 years of age

` Childs utterance is like a telegram message (short

and mainly made up of content words)

17


18/148

` Variety of purposes & semantic relations Language used to request, warn, name, refuse, brag,

question, answer questions and inform

Utterances involve semantic relations and conceptssuch as agent, action, experience, receiver, state,object, possession, location, attribution, equation,negation and quantification

18


19/148

` Low incidence of function words (i.e. articles,

prepositions and the copula be) Nouns, verbs and adjectives mainly used

19


20/148

` Close approximation of languages word order i.e My cup rather than Cup my

Not tired rather than Tired not

Child realizes that different word orders signal differentsemantic relations

20


21/148

` Addition of function words and inflections toutterance

`

Function words Prepositions in and on

Articles the, a and an

Modals can and will

Auxilaries do, be and have

21


22/148

` Inflections Plural /s/ on cats and /z/ on dogs

Tense markers /t/ past tense forms on worked

22


23/148

` Three variables:(1) Ease of Observability of Referent

(2) Meaningfulness of Referent

(3) Distinctiveness of Sound Signal which Indicates the

Referent

23


24/148

` The more easily a child can see or hear orexperience the referent in conjunction with thespeech sound spoken by others, the more likelysuch referents would be stored in memory i.e. Seeing a dog, smelling a cookie, hearing a car,

feeling hungry

i.e. The dog is barking as opposed to The dogbarked

24


25/148

` Referent objects that interests the child and which

the child wants to communicate about will be

learned faster than those which the child lacks

interest

25


26/148

` The greater the sound distinction involved, the

easier the morpheme signal will be learned. i.e. What is it? as opposed to Marys playing

26


27/148

` Questions on morpheme acquisition order:

(1) Why are Progressive and Prepositions in

and on learned earliest?

(2) Why is Plural and Possessive learned beforeThird Person?

(3) Why is Past Irregular learned before Past

Regular?

27


28/148

` The Progressive (continuing action) morpheme

involves actionof objects e.g. The dog is barking

The car is coming

28


29/148

` Prepositions involve the physical location of

objects e.g. Doll in box

Doll on box

29


30/148

` Why prepositions in and on are learned prior

to other prepositions:(i) They are sandwiched between two nouns which

can easily be observed in the physical environment

(ii) The referents remain stationary in physical space

with respect to one another in the physical space

30


31/148


32/148

` The Plural and Possessive are more observable

and meaningful referents to the child than the

Third Person Singular e.g. Two cookies vs one cookie

Childs own toys vs another childs

toys

32


33/148

` Third Person morpheme Object is less obvious and defined by a more abstract

relationship

Child must pick up the abstract first and second person

relationship (I and You) before making the Other (non-speaker, non-hearer) distinction

33


34/148

` Abstract Relationship I changes on the basis of who is speaking

You changes according to who is listening

34


35/148

` The idea of the Third Person presupposes

awareness of the Plural morpheme

` Third Person is only applied in the singular case

e.g.The boy wants candy

35


36/148

` Without the Third Person Singular, the child can

still understand the speech of others and can still

be understood when he/she speaks

36


37/148

` Irregular in

Present/Past: come/ came

go/ went

eat/ ate

break/ broke

fall/ fell

run/ ran

sing/sang

` Regular in

Present/Past: jump/jumped

jog/jogged

want/wanted

37


38/148

` Irregular verbs highly important in everyday life

38


39/148

Rule Formation for Negatives, Questions,Relative Clauses, Passives, and Other

Complex Structures


40/148

` Affirmative: Kim is hungryNegative: Kim is not hungry

Kim isnt hungry

` Affirmative: Kim wanted some candy

Negative: Kim did not want any candy

Kim didnt want any candy

40


41/148

` Rule:(a) If the verb is be, then NEG is

inserted after the copula be form

x e.g.Affirmative: Kim is happy

Negative: Kim is NEG happy

Kim is not happy

41


42/148

` (b) If the verb is not be, then not is placed

before the verbx Affrimative: Kim wanted some candy

Negative: Kim not want + PAST some

candy

42


43/148

` Insert do when the verb is one other than be Kim do not want + PAST some candy

do is not inserted if there is a model (will, can) or auxiliary

(be, have) present

e.g. Kim willnotwant to go

43


44/148

` Kim do + PAST not want some candy

` *Kim did not want some candy

44


45/148

` some must be changed to any Kim did not want any candy

45


46/148

` Kim didnt want any candy

46


47/148

` Affirmative :Kim wanted some candy

` Negative formation:Kim not want + PAST some candy

Kim do not want + PAST some candy

Kim do + PAST not want some candy

(cont. on next slide)

47


48/148

Kim did not want some candy

Kim did not want any candy

Kim didnt want any candy

48


49/148

` Period 1 e.g. No money, Not a teddy bear, No play that,

No fall, No the sun shining, No singing song

Negation marker (NEG) in the form of no or notplaced in front of the affirmative utterance (U)

NEG + Ux e.g. No fall

49


50/148

` Period 2 I dont want it I dont know his name We cant talk You cant dance Book says no

Touch the snow no

That no Mommy

There no squirrels

He no bite you

I no want envelope

50


51/148

` Negative marker appear internally within the

utterance

` Auxiliaries do and can appear with the negation

marker` dont and cant treated as single words

51


52/148

` Period 3 Paul cant have one

This cant stick

I didnt did it

You didnt caught me Cause he wont talk

Donna wont let go

I am not a doctor

This not ice-cream

Paul not tired

I not hurt him

I not see you anymore

Dont touch the fish

Dont kick my box

52


53/148

` Period before perfect negatives are formed

` Copula be and model will appear with

negation

` Imperative negation formed with do rather thanthe simple negative e.g. Dont touch the fish as opposed to Touch the

snow no

53


54/148

` Child has idea when to insert do e.g. You didnt caught me

I didnt did it

Dont kick my box

54


55/148

` Child also has idea when not to insert do e.g. I am not a doctor

Donna wont let go

` Child still makes errors but has grasped the

notion that do is not inserted when there is a

modal (can, will)

e.

g.

This cant stick

55


56/148

` Minor problems such as assignment of tense to

AUX e.g. You didnt caught me

I didnt did it

56


57/148


58/148

` Same basic syntactic considerations as in theformulation of negatives

` Declarative sentences with copula be, modal,

AUX, etc. must have that item in the front of thesentence in a question

58


59/148

` Copula be is fronted e.g. John is a very tall boy

Is John a very tall boy?

` Modal is fronted e.g. Bobby can go to the store

Can Bobby go to the store?

` AUX is fronted e.g. Mary is singing now

Is Mary singing now?

59


60/148

` For a lone verb (not a copula, no modal orAUX), AUX do must be added

` The tense shifts from the verb to the AUX

e.g.Kim wanted some candy

Did Kim want any candy?

AUX do added to the front, tense shiftsto AUX, lexical concord

60


61/148

` who, what, where, when, how, why, etc.

` WH words are PRO (reduced substitute) formswhich substitute the phrase which is targeted for

questioning with an appropriate WH word

` Involves high degree of complexity which thechild must recognize and internalize

61


62/148

` WH for Subject NP e.g. The girljumped on the table

Whojumped on the table?

WH for Object NP e.g. The girl hit the boy

Who(m) did the girl hit?

WH for Prep Phrase ofLocation

e.g. The baby is onthetable

Where is the baby?

62


63/148

` Modal fronted to follow WH e.g. The monkey will be onthetable

Where will the monkey be?

` AUX fronted to follow WH e.g. The monkey is sitting onthetable

Where is the monkey sitting?

63


64/148

` Rising intonation which may be used with single

words or phrases e.g. Sit chair?

Ball go?

64


65/148

` Some set phrases with what and where Whats that?

Where cookie?

65


66/148

` Use of WH questions tacked on the beginning of

an utterance e.g. Where my mittens?

What he can ride in?

Why kitty cant stand up?

66


67/148

` Yes-No Type 1 fronting is used e.g. Will you help me?

` Yes-No Type 2 e.g. Did I caught it?

Does lion walk?

67


68/148

` Emergence of tag questions with at first nonegation on the tag e.g. *Hell catch a cold, will he?

` Final emergence of correct form (acquired around4 years of age) e.g. We had fun, didnt we?

68


69/148


70/148

` Reflects childs cognitive growth What and Where refer to concrete entities

Why, How and When refer to abstract concepts such

as motive, manner and time

70


71/148


72/148

` Agent subject and object NPs are reversed e.g. The boy pushed the truck

Thetruckpushed the boy

` by appears before agent NP e.g. The truck pushed by the boy

` AUX be appears before the verb e.g. The truck be pushed by the boy

` AUX is assigned same tense as on verb e.g. The truck was pushedby the boy

72


73/148

` Abbreviated (truncated) passive certain other subject NP not realized

e.g. The door was opened (subject NP

not realized)

73


74/148


75/148


76/148

` Action verbs in passives are more easily

understood by children than stative verbs e.g. The mouse was bitten by the squirrel

(Action Verb)

The man was remembered by the

boy (Stative Verb)

76


77/148

` Only at 13 years of age are children able to

produce agent-final full passives with by (The

door was opened by a man) and instrumental

passives using with (The door was opened

with a key)

` Children able to comprehend and respond to

such passive forms well before they are able to

produce them

77


78/148

` Begins later than the other forms discussed earlier

(around 2 to 3 years old) and is completed at 11

years of age

78


79/148

` Clauses attached to the end of utterances e.g. I want Bill to go

` Clauses that appear within utterances e.g. The man wholiveshere is gone

79


80/148

` In the beginning, object complements such as I

wanna gohome appear (Object complement =

Object + another verb)

80


81/148

` Later, WH-clauses appear with abstractadverbials e.g. Can I do it whenwe gethome?

` When, where and how emerge before the

nouns that they replace e.g. I show you where we went (adverb of place

where) a month before I show you the place we went(NP the place is used instead of the adverb oflocation)

81


82/148

` Some complex grammatical structures may not be

acquired until the age of 10 or 11 years

` Application of Minimal Distance Principle (MDP)

82


83/148

` Children confuse between: John told Bill to shovelthe driveway

JohnpromisedBill to shovel the driveway (application of

shoveling task to the closest noun which is Bill instead of

interpreting the meaning that John will do the work)

83


84/148

` ask

` Children cannot distinguish between: I asked Mary what to do (Where I is the subject of do)

I told Mary what to do (where Mary is the subject of

do)

84


85/148


86/148

II. Development of Speech Comprehension

III. The Relationship of Speech Production,

Speech Comprehension and Thought

IV. Parentese and Baby Talk

V. Imitation, Rule Learning and Correction

VI. Learning Abstract Words

VII. Memory and Logic in Language Learning

86


87/148

` Can speech sounds reach the fetus while it is still

in the womb?

87


88/148

` The mothers speech sounds were found to be

able to reach the ear of the fetus but whether the

ear of the infant is developed enough to send the

signals to the brain is unknown

88


89/148

` Infants are able to distinguish their mothers voice

over the voice of another womans

89


90/148

` Infants: may prefer their native language at birth

show a preference for the language that their mothersspoke during pregnancy

are able to tell intonational differences between thelanguage their mother spoke and another language

` But does this perception begin in the womb orafter birth?

90


91/148

` Language knowledge displayed by mute people Christopher Nolan

Anne McDonald

Rie

91


92/148

` Mutes (with normal hearing and undamaged

intelligence) can develop the ability to

comprehend speech without being able to produce

speech

92


93/148

` Speech Comprehension develops in advance of

speech production

` As comprehension of a word, phrase or grammar

is formed, some of the learning is produced in

speech

93


94/148


95/148

` Speech comprehension necessarily precedesspeech production

` Children will not learn a language if all they areexposed to are speech sounds

95


96/148

` Children must be exposed to speech which they

can relate to objects, events and situations in their

physical environment as well as subjective events

in their minds such as pain, hunger and desire.

96


97/148

` The sound form must be associated withsomething that gives a clue to its meaning

` Repeating a words or phrases that they hear is notevidence of learning

` Learning has only taken place when speechsounds are used appropriately

97


98/148


99/148

` The meanings underlying speech comprehension

are concepts in a persons mind

` Speech sounds on its own are simply sounds

which signify nothing

99


100/148


101/148

` Thought provides the basis for speech

comprehension which then provides the basis for

speech production

10

1


102/148


103/148

` Speech that children receive when they are young

` Also referred to as Motherese, caregiver

speech, Adult-to-Child Language (ACL) and

Child-Directed Speech (CDS).

10

3


104/148

` A child receives input from many sources: mother, father, siblings, relatives, friends, etc.

10

4


105/148

` (1) Immediate and concrete` (2) Grammatically correct input

` (3) Short sentences and simple structures

` (4) Simple and short vocabulary

`

(5) Exaggerated intonation, pitch and stress` (6) Older children too adapt their speech

` (7) Fathers speech is different from mothers speech

10

5


106/148

` Parents talk to their children about what ishappening in the immediate environment e.g. The dog wants water

10

6


107/148

` Speech is highly grammatical and simplified

` Useful for the child who is discovering the

structures that underlie sentences

10

7


108/148

` Short sentences with simple instead of complexstructures e.g. The dog wants water instead of

The dog which has been running a

lot wants to drink some water.

10

8


109/148

` Vocabulary used is simple and restricted e.g. see instead of notice

hard instead of difficult

` Simplified phonology and structure Consonant + Vowel patterns

e.g. mama, wawa and byebye instead of mother,

water and goodbye

10

9


110/148

` Adults use exaggerated intonation and a slowertempo and frequently repeat or rephrase whatthey or their children say

` Higher pitch, slower speech with more andclearer pauses between utterances and moredistinctive stress on words than when speakingto adults

11

0


111/148

` Adult speech to children refers more to the contextof the conversation and often serves to clarify the

childrens utterances

111


112/148

` e.g.4-year-olds adapt their speech when talking to2-year-olds

` Non-parents also simplify their speech

` The simplification of speech may be a universal

phenomenon

11

2


113/148

` Fathers use different pragmatic approaches

in the speech they use with children

` Fathers more often wait for children to initiate

conversations, show more control through

directives and imperatives and use more

difficult vocabulary

11

3


114/148

` Child is forced to make more adjustments towardsthe fathers speech which direct the child towards

more complex use of speech in order to

communicate

11

4


115/148

` The fathers different speech style acts as abridging device between the close child-mother

communication and communication with others

11

5


116/148

` A form of Parentese but with its owncharacteristics

` Baby Talk involves the use of vocabulary and

syntax that is overly simplified and reduced

11

6


117/148

` Parents learn Baby Talk from other adults

` Involves standardized vocabulary

(It is standard in the sense that such vocabulary

is culturally transmitted over generations)

11

7


118/148

` Modifications in vocabulary e.g. bow-wow (dog) and choo-choo

(train) in English

wan-wan (dog) and bu-bu (car)in Japanese

11

8


119/148

Main sound structure: C + Vsyllable unit which is often reduplicated

- It can also involve a closed syllable

[C+V+C] x N (where N can be any number)

11

9


120/148

` Onomatopoeic Sounds which various things make

e.g. English bow-wow and Japanese wan-wan are

simulations of the barking of dogs

12

0


121/148

` Baby Talk can also be unique to a family and notused outside of the family e.g. One child in attempting to say vomit said vompo

instead. The parents used the word vompo after that

incident when referring to vomit

12

1


122/148

` Common to add /iy/ to words ending in aconsonant e.g. birdy for bird, horsy for horse and kitty for kitten

12

2


123/148

` Syntax is less prominent than vocabulary in BabyTalk

` Similar to childrens telegraphic stage of speech

production e.g. Mommy give Tommy banana instead of I will give

you a banana

12

3


124/148


125/148

` No reason to think it is harmful

` Reinforces solidarity between parent and child

12

5


126/148

` Studies show a positive but small effect

` Parentese may be effective only for very young

children

12

6


127/148


128/148

` Imitation applies only to speech production andnot to speech comprehension

` Children learn to pronounce sounds and words

through imitation

12

8


129/148

` Imitation is not involved in the construction ofsentences.Abstract rules cannot be imitated.

12

9


130/148

` Children often produce ungrammatical words suchas: sheeps, mouses, and gooses, regarding the PLURAL

goed, comed, falled, and breaked, regarding the

PAST

13

0


131/148

` Not the result of imitation as nobody says thesewords for them to imitate

` Ungrammatical sentences: e.g. No heavy and No the sunshine, regarding the

Negative When we can go? and He is doing what?, regarding the

Question

13

1


132/148

` Children learn the PLURAL morpheme and thePAST tense morpheme and apply those to new

cases

13

2


133/148


134/148


135/148

` When learning the meaning of words, childrenbegin with the concrete and go on to the abstract

13

5


136/148

` Order of learning abstract words:1. physical objects (mama, dog, ball, table)and direct activities (run, jump, play, give)

2. relations and statives (on, sitting)

3. mental experiences and relations (hungry,hurt, happy, want)

4. utterances (Mary hurt, John thirsty and Kittywant eat)

5.complex abstract ideas (I (speaker), you(listener), truth, lie, guess, hope, idea,

thought)

13

6


137/148

` Child makes inferences from what people say andon the basis of what happens in the environment

and the mind

13

7


138/148

` e.g.Learning the word hurt Child takes note when the word is spoken by others and

the situations in which they occur.

13

8


139/148


140/148

` Child must remember: a multitude of words, phrases and sentences along with

the contexts, both physical and mental in which they

occurred

14

0


141/148

` Two basic types of memory for language learning:(i) Associative learning

(ii) Episodic memory

14

1


142/148

` Connection formed between object and sound-form of the object

14

2


143/148

` Whole events or situations are remembered withphrases and sentences that others have spoken

` Essential for determining the syntactic structures

such as the Negative, Question, etc. andstructures must be associated with variousdegrees of politeness

14

3


144/148

` Children use both inductive and deductive logicwhen analysing words and sentences and the

formulation of grammar and strategies

14

4


145/148

` Inductive analyses in learning basic morphemes,e.g. Progressive, Plural and Third Person

14

5


146/148

` 1. Search for characteristics in the speech` 2. Characteristics are then related to objects,

situations and events

` Abstract rule or principle is gleaned on the basis ofactual data

14

6


147/148

` Children use deductive logic which reflect theconceptualization and thinking on their part

14

7


148/148

` e.g. You have more than me! Premise 1: You have more cookies than me

Premise 2: We should have an equal amount

Premise 3: You should give me some of your

cookies and make it equal

how children learn language edied

Documents