essentials of l1 acquisition ss 2007. when does language acquisition begin?
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Essentials of L1 Acquisition
SS 2007
When does language
acquisition begin?
Early speech production
1. crying, coughing, noises
2. babbling: babababa
Segmentation of the speech stream
• Phonological cues (e.g. pauses, intonation, stress)
• Distributional cues
bidtopt … ftulis … kji li optert …
Segmentation of the speech stream
ADULT: What’s that?
CHILD: That’s a nana.
How do children acquire their native language? My research focuses on the kinds of learning abilities required to master the complexities of language. Three broad issues characterize my work. One line of research asks what kinds of learning emerge in infancy. A second line of research probes the biases that shape human learning abilities, and the relationship between these biases and the structure of human languages. A third issue concerns the extent to which the learning abilities underlying this process are specifically tailored for language acquisition. Related research concerns infant music perception, and the relationship between music and language learning.
Early speech perception
English [ba] – [da]
Hindi [Ôa] – [ta]
Nthlakapmx [k’i] – [q’i]
Werker ánd Tees (1984)
German [Y] – [u]
Tür - Tour
Polka and Werker (1994)
Eraly speech perception
Japanese [l] – [r]
Tsushima et al. (1994)
Early speech perception
Phonemes are categories. Categories are mental constructs that underlie our perception of the world. There are everyday categories such as car and tree, and there are linguistic categories such as phonemes and noun phrases.
Early speech perception
What are categories good for?
Categories are shaped by experience: Every time a person encounters a particular entity it leaves a trace in memory.
Early speech perception
Emergence of phonemic categories
Emergence of phonemic categories
token cluster
attractor
Emergence of phonemic categories
/d/
/t/
attractor
Emergence of phonemic categories
/d/
/t/
Emergence of phonemic categories
attractor
/d/
/t/
Continuous perception
Categorical perception
Categorical perception
[p]
Categorical perception
Liberman 1957
[b]
VOT voice obset time
VOT voice obset time
VOT voice obset time
VOT voice obset time
Categorical perception
Categorization is predetermined by constraints
that coerce us to perceive continuous entities as
discrete categories.
Categorical perception
Eimas et al. 1971
Language is an instrument used to …
• express anger• ask a question• promise someone to do something• warn somebody
Pragmatic development
Language is learned in social interactions involving
three important components:
• speaker• hearer• things and events talked about
Pragmatic development
Bühler 1934 Organon Model
Pragmatic development
dyadic interactions
Pragmatic development
Triadic interactions
9-months revolution
Tomasello 1999
Pragmatic development
Lexical development
• People daddy, mommy, baby• Animals dog, kitty, bird, duck• Body parts eye, nose, ear• Food banana, juice, apple• Toys ball, balloon, book• Cloths shoe, sock, hat• Household objects bottle, keys, bath, spoon• Routines bye, hi, uh oh, night-night, no• Activities up, down, back• Sound imitating words woof, moo, ouch, baa baa, yum• Deictics that
Lexical development
1;2 – 1;3 First words
2;0 100-600 words
9-10 words a day
6;0 14,000 words
18;0 50,000 words
Vocabulary spurt
Symbolic nature of language
Onomatopoeica
buzz, murmur, hiss
cock-a-doodle-doo
Grammatical development
More car. 1;11
More that. 2;0
More cookie. 2;0
More fish. 2;1
More jump. 2;1
More Peter water. 2;4
Grammatical development
More car. 1;11
More that. 2;0
More cookie. 2;0
More fish. 2;1
More jump. 2;1
More Peter water. 2;4
Grammatical development
Block get-it. 2;3
Bottle get-it. 2;3
Mama get-it. 2;4
Towel get-it. 2;4
Dog get-it. 2;4
Books get-it. 2;5
Grammatical development
Spoon back. 2;2
Tiger back. 2;3
Give back. 2;3
Ball back. 2;3
Want ball back. 2;4
Lexically-specific constructions
More __ .
__ get-it.
__ back.
Lexically-specific constructions
No bed. 1;11
No bread. 2;0
No eat. 2;2
No milk. 2;2
No apple juice. 2;5
Lexically-specific constructions
Clock on there. 2;2
Up on there. 2;2
Hot in there. 2;2
Milk in there. 2;4
Water in there 2;5
Lexically-specific constructions
All broke. 2;0All buttened. 2;3All clean. 2;4All done. 2;4All gone milk. 2;2All gone shoe. 2;2All gone juice. 2;2All gone bear. 2;3
Lexically-specific constructions
Dat Daddy. 2;0
Dat’s Weezer. 2;0
Dat my chair. 2;1
Dat’s him. 2;1
Dat’s a paper too. 2;4
That’s too little for me. 2;9
Lexically-specific constructions
Rote
learning System
building
Item-specific
constructions
Errors
• Errors of omission
• Errors of commission
Errors of omission
Run away. 1;11
Drink milk. 1;11
Touch duck. 2;0
Wanna apple 2;0
Errors of omission
Put __ in there. 1;11
Take __ away. 1;11
Push __ in there. 2;0
Kimmy do __. 2;1
Put __ on. 2;1
Errors of comission
buy buyed
hit hitted
bring bringed
go goed (wented)
foot foots (feets)
child(ren) childrens
Errors of comission
Ritter RittersZettel ZettelsSchlüssel SchlüsselnElefant ElefäntenArzt ÄrztenBruder BrudernEsel EselsBall BällerBild Bildern
Overgeneralizations (2%)
correct (2,6) correct (3;5)
U-shaped development