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Language Acquisition later stages

Language Acquisition later stages. Morpheme & Syntax Acquisition (Steinberg & Sciarini , pp. 10-20). Acquisition Determinants. Brown (1973): semantic & syntactic complexity Dulay et al. (1982): a predetermined order in the child’s mind Steinberg & Sciarini (2006):

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Language Acquisition later stages

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  1. Language Acquisition later stages Morpheme & Syntax Acquisition (Steinberg & Sciarini, pp. 10-20)

  2. Acquisition Determinants Brown (1973): semantic & syntactic complexity Dulay et al. (1982): a predetermined order in the child’s mind Steinberg & Sciarini(2006): (a)observability, meaningfulness, distinctiveness (b)memory, logical thinking (pp. 11-17, 34-36)

  3. Later Acquisition:Negation Rule Formation Stages: • no/not + X (noun, verb) (e.g., “No money,” “Not a teddy bear”) II. Negatives appear in the middle. (e.g., “I don’t want it,’ “He no bite you”) III. ‘am not,’ ‘will not (=won’t),’ ‘don’t,’ and ‘didn’t,’ and ‘can’t’ emerge. (e.g.,“Paul can’t have one,” “You didn’t caught me,” “I not hurt him”)

  4. Role of the environment (input) • The mother’s speech sounds were found to reach the ear of the fetus above the background sounds (heartbeat and blood flow) • Mothers’ reading of a story to their newborns

  5. Comprehension vs production • Comprehension develops before speech production. Huttenlocher1974 Sachs and Truswell study • Thought as the basis of speech comprhension (pp. 24-27)

  6. Parentese (motherese) • The sort of speech that children receive when they are young • Highly grammatical and simplified • Short and simple structures • Simple and short vocabulary • Exaggerated intonation and stress

  7. Baby talk • A form of parentese but with its own characteristics. • Involves the use of vocabury and syntax that is overly simplified and reduced. • Vocabulary: ‘bow-wow,’ ‘choo-choo’

  8. Role of imitation, rule learning, and correction • Children seem to enjoy imitating the sounds that they hear • Imitation of the sounds can apply only to speech production and not to speech comprehension. • Productivity by rule *sheeps, *mouses, Conclude: Parents corrections are rare and do not play a role in grammar learning. (pp.31-32)

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