Child Language Aquisition - Danielle

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Child Language Aquisition

Learning to Read

Learning to Write

Speech Development

Theorists for Speech Development

Child Directed Speech - Research

Child Directed Speech

Semantic Development

Haliday's Seven functions of Child's Language

Pragmatic Development

Trends in phonological development

To make words eaiser to say children simplify their pronunciation in certain ways; * Deletion - children will often simplify pronunciation by deleting certain sounds, final consonants may be dropped, unstressed syllables are often deleted and consonant clusters are reduced. * Addition -

As a result ofseveral studies involving large numbers of children certain trends can be shown. Researchers have identified certain trends in phonological development and these are listed below; 1. by the afe of two and a half the average child has mastered all of the vowels and around two thirds of the consonants. 2. At four the child is likely to be having difficulty with only a few consonants 3. The child may be six or seven before they are confident in using all vowels and consonants. 4. Consonants are first used correctly at the beginning of words but consonants at the end of words are more difficult 5. In general, sounds that occur frequently in large number of words will be acquired before sounds that occur less frequently

Stages of Acquisition

Year 2

Pre-school Years At around the age of three there is a dramatic change in a child's language. Characterised by; * Use of 'and' leading to use of compound/complex sentences * Non-fluency - Children find it hard to produce more complex sentences and may start to repeat words and phrases as they struggle for what to say next * Use of 'and then' as they start to tell stories * Use of other conjunctions (around age 4) such as 'because', 'when' and 'while'.

The Telegraphic Stage When a child starts stringing together more thatn two words the utterances may be 2,3,4,5 words or longer. Utterances at this stage (around 2-3 years) are characterised by their lack of function words. Utterances consist mainly of content words i.e. nouns and verbs e.g. "Andrew want that".

The Two Word Stage Around the age of two once children have around 50 words in their vocabulary they begin to put words together to form small sentences or utterances. Most of their untterances however are only two words such as "more juice". During this stage there are no inflections to mark number, person or tense. pronouns are rare although children may use "me" to refer to themselves.

The Holophrastic Stage * Occurs at approximatley 12-18 months * Single word utterances e.g. "Teddy" "Gone" and "More" * 60% of childrens first utterances are nouns - people, animals and things that a child sees * Research by Katherine Nelson showed that these first words are often names of objects which are small and easily handled by the child, or things which more or make noises.

Errors * Underextension; the child restricts the applications of a word e.g. uses white only to describe snow. * Overextension; the child uses a word in a wider context than an adult would e.g. ball to not only describe a ball but also describe things such as marbles or a wheel.

The second year of a child learning language is split into several different stages. This is when a child is expected to start learning the language and forming sentences and words.

Year 1

Parents and carers when looking after babies tend to; * speak slowly * Use simple vocabulary and short sentences * Widen the pitch of their voice * Have conversations with the baby even though they cannot form meaningful responses yet

Different stages of childrens aqcuisition in the first year are; * Biological Noises (0-2 months) * Cooing and Laughing (2-5 months) * Vocal play (5-8 months) * Babbling (6-12 months) * Melodic utterances (9-18 months)

In the first year of a childs learning language they are unable to form any grammatically correct words or sentences and most of their lerning the language is done through listening to their parents and carers.