First Language Acquisition

1. First Language Acquisition 10122003 林益陞 10122023 何詠婕 10122055 林婉婷 10122426 洪妍莛 10122427 王靖雯 10122464 黃平揚 10122478 張稚羚

2. 1. Acquisition 1-1 Input2. The acquisition schedule 2-1 Cooing and babbling 2-2 The one-word stage 2-3 The two-word stage 2-4 Telegraphic speech 3. The acquisition process 4. Developing morphology 5. Developing syntax 5-1 Forming questions 5-2 Forming negatives 6. Developing semantics Contents Contents

3. Acquisition 1-1 Input

4. Acquisition On this earth, so far. Only humans have the ability to use language. Other creatures, might also be used to convey the Meaning of each voice, facial expressions or body movements, but that is not the language. Also humans have these abilities, but also far more delicate and more precise. Basic language skills is vocabulary. Glossary is a kind of abstract symbols, these symbols, we may have differences In cognition, but generally have their commonlity, to get to Know each other, And these terms can be combined with each Other to express more and deeper meaning. These terms can also be recorded. This is text, you can say that you can not see. Is the most important feature of human language. This feature also makes the Earth’so other creatures human development unprecedented history of civilization. Research on human psychology changes, including many aspect.

5. Acquisition schedule 2-1 Cooing and babbling 2-2 The one-word stage 2-3 The two-word stage 2-4 Telegraphic speech

6. Acquisition schedule • Sucking behavior -- in response to speech sounds or turn their heads in the direction of those sounds. • One month : infant is capable of distinguishing between sounds such as [ba] and [pa]. • Three months : develops a range of crying styles, with different patterns for different needs, produces big smiles in response to a speaking face, and starts to create distinct vocalizations. (獨特的發聲)

7. 2-1 Cooing and babbling • The first few months -- high vowels similar to [i] and [u]. • Four months -- similar to the velar consonants (舌根輔音)[k] and [g]. • Five months -- already hear the different between the vowels [i] and [a] and discriminate between syllables (音節) like [ba] and [ga]. • Six and eight months -- combinations such as ba-ba-ba and ga-ga-ga. This type of sound production is described as babbling. • Tenth and eleventh months -- using their vocalizations to express emotions and emphasis.

8. 2-2 The one-word stage • Also called “The holophrastic stage “單字詞階段 • Between twelve and eighteen months, children begin to produce a variety of recognizable single-unit utterances. • For example, during the one-word stage a child isn't yet able to say "I want milk" so they say "milk". • Words generally monosyllabic (Consonant + Vowel).單音節(輔音+元音)

9. 2-3 The two-word stage • 雙字詞階段 • Between eighteen and twenty months, as the children’s vocabulary moves beyond fifty words. • For example, a child who wants to get milk may say "get milk" as opposed to only being able to say "milk". • Virtually no syntactic markers, no inflection for number, tense, etc.(沒有語法標記，音調變化，時態) • Pronouns are rare (Ibeing the most frequent, sometimes you)

10. 2-4 Telegraphic speech • 多字詞階段、電報式言語 • Between two and two-and-a-half years old, the child begins producing a large number of utterances that could be classified as “multiple-word” speech. • For example, a child at this stage of development who wants to get milk may say “I get milk", as opposed to saying just "milk". As you can see, there are only three words, they are in an order that makes sense, there is one subject , one verb and one noun, and it sounds like a telegram.

11. Acquisition process

12. Acquisition process • Wordplay Wordplay is a literary technique and a form of wit in which the words that are used become the main subject of the work, primarily for the purpose of intended effect or amusement. Examples of word play include puns(俏皮話，雙關語), phonetic mix-ups such as spoonerisms(首音交換，諧音).

13. Developing morphology

14. Developing morphology • The language has two characteristics 1. Production or Creativity 2. Individual • The foundation of first language 1. Physiological foundation 2. Society's foundation 3. Psychological foundation • Pronunciation level: Grammar structure level: In the language can produce the innumerable sentences a series of limited concise precise rules. • Semantic level: Has the pronunciation, the grammar, the semantic concept, can carry on “the expression” “to understand”.

15. Developing syntax 5-1 Forming questions 5-2 Forming negatives

16. Developing syntax Adult say: The owl eats candy runs fast And child repeat: Owl eat candy and he run fast

17. Three identifiable stages • Stage 1 occurs between 18 and 26 months • Stage 2 occurs between 22 and 30 months • Stage 3 occurs between 24 and 40 months

18. Forming questions • The first stage - Wh-form (Where, Who) Where kitty? Where is kitty? Where horse go ? Where does horse go ? Puppy? Complete syntactic : Is this a puppy?

19. The second stage -More complex expression & more Wh-form You want eat? Do you want to eat? What book name? What is the book name? What is the name of this book? Why you smiling? Why are you smiling?

20. The third stage -Quite close to the adult model Can I have a piece ? Correct Why kitty can’t stand up? Correct Did I caught it ? Did I catch it ?

21. Forming negatives • The first stage – putting no or not at the beginning no mitten Complete syntactic : There is no mitten. nota teddy bear Complete syntactic : It isn’t a teddy bear. no fall Complete syntactic : I won’t fall. no sit there Complete syntactic : There is no sit.

22. The second stage -don’t and can’t appear and with no and not • He no bite you. He won’t bite you. • That not mommy . That isn’t mommy. • I don’t want it. Correct • You can’t dance. Correct

23. The third stage – • the incorporation of other auxiliary forms . • (didn’t , won’t and isn’t) • I didn’t caught it. I didn’t catch it. • She won’t let go. Correct • He not taking it. He isn’t taking it. • This not ice cream. This isn’t ice cream.

24. The forth stage – • adult 'correction' of children's speech Child: Nobody don’t like me. Mother: No, say “nobody likes me”. Child: Nobody don’t like me. (Eight repetitions of this dialog) Mother: No, now listen carefully; say “nobody likes me”. Child: Oh! Nobody don’t likes me.

25. Developing semantics

26. Developing semantics • The anecdotes that parents retell about their child’s early speech (to the intense embarrassment of the grown-up child) usually involve examples of the strange use of words. Having been warned that flies bring germs into the house, one child was asked what “germs” were and the answer was “something the flies play with”. It is not always possible to determine so precisely the meanings that children attach to the words they use.

27. Thanks for listening