language acqisition - from womb to school. content pre/postnatal language development the first...
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Language Acqisition
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From Womb to School
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Content
• Pre/Postnatal Language Development
• The First Three Years
• The Pre-School Years
• The School Years
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Pre/Postnatal Development
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• language acquisition already starts in the womb
• unborn babies have a relatively well-developed auditory system
• they are able to perceive and recognize their mother's voice
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• by the end of one month, babies are already able to perceive phonetic differences
• their own production is limited to crying
• first oral communication
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• babies are physically not able to articulate “proper” sounds
• they start cooing (besides crying) - earliest unit of signaling in the vocal mode
• babies interact with their environment actively
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• milestone in language acquisition:
babbling
– occurs between 6-8 months of age– reduplicative babbling– dadada– variagated babbling– kadabu
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• first words• critical mass• telegraphic sentences - function words and grammatical morphemes
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The First Three Years
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• Characteristics of the stages of language learning:
– predictable patterns in the emergence and development of many features of the language that is being learned (depending on the cognitive development)
– reflection of the gradual mastery of linguistic elements
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Linguistic elements
1.Grammatical morphemes
2.Negation
3.Questions
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Grammatical morphemes
1. Present progressive –ing (Mommy running)2. Plural –s (Two books)3. Irregular past forms (Baby went)4. Possessive ‘s (Daddy‘s hat)5. Copula (Annie is happy)
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6. Articles the and a
7. Regular past –ed (She walked)
8. Third person singular simple present –s (She runs)
9. Auxiliary be (He is coming)
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Why are these grammatical morphemes acquired in the observed order?
– frequency of occurrence in parents´ speech
– cognitive complexity of the meanings
– difficulty of perceiving/ pronouncing the morphemes
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The ´Wug Test´:
´Here is a wug. Now there are two of them. There are two _____________.´
´Here is a man who knows how to bud. Yesterday he did the same thing. Yesterday he _____________.´
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Demonstration that children know the rules for the formation of plural and simple past in English.
systematic development
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Negation:
Stage 1: No. No cookie. No comb hair.
Stage 2: Daddy no comb hair. Don’t touch that!
Stage 3: I can’t do it. He don’t want it.
Stage 4: You didn’t have any supper. She doesn’t want it. I don’t have no more candles.
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Questions:
– predictable order of emergence of ´wh´-questions
1.what2.where and who3.why4.how and when
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Acquisition of word order in questions:
Stage 1: Cookie? Mummy book? Where‘s Daddy? What‘s that?
Stage 2: You like this? I have some?
Stage 3: Can I go? Are you happy? Is the teddy is tired? Do I can have a cookie?
Stage 4: Are you going to play with me? Do dogs like ice-cream?
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Stage 5: Are these your boots? Why did you do that? Does Daddy have a box?
Negative Question: Why the teddy bear can’t go outside?Embedded Question: Ask him why can’t he go out?
Stage 6: Able to do all types of questions.
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The Pre-School Years
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Pre-school development contains several aspects of language usage:
– Lexis
– Grammatical awareness
– More various usage of language
– Error and mistake rate decreases rapidly
– Metalinguistic awareness
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Lexis:
– The rate of vocabulary learning is for three to four year old children at several words a day
Grammatical awareness:
– At the age of four: most children can ask questions, give commands, report real events and create imaginery stories
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– They apply grammatical rules correctly and master basic structures of the language
– Acqisition of more complex linguistic structures including passives and relative clauses
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More various usage of language:
– Usage of language in a wider social environment
– More interaction with unfamiliar adults– Communication to relatives on the phone– Awareness of several different “voices“
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Metalinguistic awareness:
Metalinguistic awareness describes the ability to treat language as an object seperate from the meaning
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• Example:
“Drink the chair“
“Cake the eat“
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The School Years
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• Pre-school language abilities expand and grow
• More sophisticated metalinguistic awareness (learning to read)
• Vocabulary growth
• Acquisition of different language registers
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• Metalinguistic awareness:
– Children learn to read (major boost in language acquisition)
– Children learn: language has form and meaning (a word is separate from the thing it represents)
– Discovering of ambiguity
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• Vocabulary growth:
– Entering school: hundreds/few thousands of words can be understood/produced
– Several hundreds to more than 1000 words a year can be acquired
– More different wordfields are explored (especially academic language)
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• Language registers:
– Children learn:
• How written language differs from spoken language
• How language differs depending on the social situation (principal vs. playground)
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• How language differs depending on the literary quality of a text (science report vs. narrative)
• Some children: regional/ethnic language variety vs. standard variety
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Thank you for your attention