Child language acquisition

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Child language acquisition

LEARNING TO WRITE

SPELLING

BARCLAY'S STAGES

ROTHERY'S STAGES

GENTRY

KROLL'S THEORY

LEARNING TO SPEAK

RODGER BROWN

QUESTIONS AND NEGATIVES

BERKO AND BROWN'S THEORY

TRENDS IN PHONOLOGICAL DEVELOPMENT

CDS- CHILD DIRECTED SPEECH

HALLIDAYS THEORY

POST TELEGRAPHIC STAGE

TELEGRAPHIC STAGE

TWO WORD STAGE

HOLOPHRASTIC STAGE

Common errors made by children

HYPONYMY: This is where a child develops a special word within a group and then uses it to describe that group in general e.g. ‘skirt’ is used to describe all clothing.

OVEREXTENSION: Sometimes a child will use the same word for a group of similar objects e.g. a banana, pear and orange are all called ‘apples’.

MISMATCH: This is where a child will make a statement about one object in relation to another, for example a mum points to a horse in a stable and says ‘that’s a horse’ but when the child looks over the horse has moved, so the child now associates the word horse with a stable.

UNDEREXTENSION: A child may know the word for an object but they only apply it to a single one e.g. ‘I have shoes on my feet, what’s on your feet daddy?’

BABBLING STAGE

For the first year and a half of a child’s life their only form of communication is through sounds. Although these sounds may all seem very similar they can actually be categorised into five groups: biological noises (0-2 months) these are the first sounds a baby will make; cooing and laughing (2-5 months) from uncontrolled noises a baby then develops some control over their voice and uses it to express emotions and get attention; vocal play (5-8 months) as control over their vocals increase the child starts to become more playful and adventurous with the variety of sounds they make; babbling (6-12 months) although these sounds may seem unimportant the child is in fact learning themselves to pronounce vowels and the simplest consonants; and finally melodic utterances (9-18 months).

Main topic

GENERAL THEORISTS

GENDER THEORISTS

ZIMMERMAN AND WEST

DEBORAH TANNEN

DALE SPENDER

ROBIN LAKOFF

PIAGET

This theory links language acquisition directly to INTELLECTUAL DEVELOPMENT.

Suggests that children can only use certain linguistic structures when they understand the CONCEPT.

E.G. tense and size.

A CHILD CAN'T USE THE CORRECT TENSE UNTIL THEY UNDERSTAND THE CONCEPT OF TIME.

COGNITIVE THEORY

BRUNER

Altering the way we talk to children is called: -Motherese speech OR -Caretaker speech

Interrogatives are used to invite the child to participate

Adults alter the way they talk to children giving them oppertunities to take part in the conversation.

THEY ENCOURAGE THE CHOLDREN TO SPEAK MORE, SO THAT THEY CAN LEARN THE CORRECT WAY TO SPEAK.

Bruner theorised that adults simplify their utterances when speaking to children.

INTERACTIVE THEORY

SKINNER

POSITIVE/ NEGATIVE REINFORCEMENT

Skinner also theorised that parents automatically reinforce and correct their childs language in order to teach them the correct way to speak.

Children learn to speak by imitating the language/structures that they hear.

BEHAVIOURIST THEORY

CHOMSKY

LAD- Lianguage acquisition device

Chomksy theorised that children automatically begin to recieve and make sense of utterances.

Believes that children are born with an innate capacity for language development

NATIVIST/INNATENESS THEORY

LEARNING TO READ

A FRAME WORK FOR ANALYSING CHILDREN'S READING

HARRIS AND COLTHEART'S THEORY

BRUNER'S LASS THOERY

THE LEARNING TO READ STAGES