Chapter 7 language development
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The document discusses the fundamentals of language development, covering aspects such as phonetics, morphemes, semantics, and the progression of language skills in infants and preschoolers. It outlines theories of language acquisition, including the learning theory, nativist approach, and interactionist perspective, while examining the relationship between language and thought. Additionally, it highlights the impacts of environment and socio-economic factors on language development, emphasizing the importance of parental interaction and the challenges faced by English language learners.
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Chapter 7 language development
- 2. I. THE COURSE OF LANGUAGE DEVELOPMENT
- 3. A. FUNDAMENTALS OF LANGUAGE: FROM SOUNDS TO SYMBOLS 1. LANGUAGE is the systematic, meaningful arrangement of symbols, and provides the basis for communication. • Phonology - refers to the basic sounds of language, called phonemes, that can be combined to produce words and sentences • Morphemes - the smallest language unit that has meaning • Semantics - the rules that govern the meaning of words and sentences • Linguistic Comprehension - the understanding of speech • Linguistic Production - the use of language to communicate
- 4. 2. PRELINGUISTIC COMMUNICATION through sounds, facial expressions, gestures, imitations, and other nonlinguistic means. • Babbling – infants make speech-like but meaningless sounds at about 2 to 3 months of age, and continuing to about 1 year
- 5. • Infants who cannot hear and are exposed to sign language babble with their hands instead of their voices
- 6. 3.First words are generally spoken between 10 and 14 months of age. • Increase at rapid rate 10 to 14 months = first word 15 months = 10 words 18 months = one-word stage ends 16 to 24 months = language explosion equally 50 to 400 words • First words are typically HOLOPHRASES, one-word utterances that depend on the particular context in which they are used to determine meaning.
- 7. 4. First Sentences are formed when, around 18 months, infants link words together. • Occur 8 to 12 months after they say their first word. • Allows children to label and indicate relations between things in the world 5. Linguistic inaccuracies: TELEGRAPHIC SPEECH occurs when words not critical to the message are left out. • Underextension, using words too restrictively, is common • Overextension, using words too broadly, is also
- 8. 1. Between the ages of 2 and 3, sentence length increases 2. SYNTAX, the ways words and phrases are combined to form sentences, doubles each month 3. Enormous leaps in the number of words children use - by age 6, a typical child’s vocabulary is around 14,000 words, and is acquired at a rate of nearly 1 new word every 2 hours, 24 hours per day B. Language Advances During the Preschool Years
- 9. • FAST MAPPING, instances in which new words are associated with their meaning after only a brief encounter. • By age 3, children use plurals and possessive forms of nouns, employ the past tense, use articles and can ask and answer complex questions. • Preschoolers begin to acquire the principles of GRAMMAR • They also grow in PRAGMATIC ability, the aspect of language with others
- 10. 4. Private Speech and Social Speech • Preschoolers engage mostly in PRIVATE SPEECH, speech by children that is spoken and directed to themselves • SOCIAL SPEECH, speech directed toward another person and meant to be understood by that person, increases.
- 11. C. Language Development During Middle Childhood: Mastering Language 1.Vocabulary continues to increase during the school years 2. One of the most significant developments in middle childhood is the increase in METALINGUISTIC AWARENESS, an understanding of one’s own use of language
- 12. II. THE ORIGINS OF LANGUAGE DEVELOPMENT
- 13. 1. LEARNING THEORY APPROACH posits that language acquisition follows the basic laws of reinforcement and conditioning • Through the process of SHAPING, children’s language becomes more and more similar to adult speech A.Language Acquisition
- 14. 2. An alternative theory is the NATIVIST APPROACH, which proposes that a genetically determined, innate mechanism directs language development • Proposed by Noam Chomsky • He argues that all the world’s languages share a similar underlying structure called UNIVERSAL GRAMMAR • The brain is wired with a LANGUAGE ACQUISITION DEVICE (LAD), a neural system of the brain hypothesized to permit the understanding of language
- 15. 3. The INTERACTIONIST PERSPECTIVE suggests that language development is produced through a combination of genetically determined predispositions and environmental events.
- 16. B. How are Language and Thought Related? 1.Language shapes thought. • Benjamin Lee Whorf argued in the early 1900s that cultural experience and language lead children to have different vocabularies • Whorf’s notion, known as the LINGUISTIC RELATIVITY HYPOTHESIS, posits that language shapes and may determine the way people of a given culture perceive and understand the world
- 17. 2. Thought shapes language 3. Thought and language influence one another 4. Research supports all 3 views 5. Most develop mentalists suggest that though independent at first, by the time children are 2 years old, language and thinking work in tandem
- 18. III. CHILDREN’S CONVERSATIONS: SPEAKING TO AND WITH CHILDREN
- 19. A. The Language of Infant-Directed Speech 1. INFANT-DIRECTED SPEECH: a type of speech directed towards infants, characterized by short, simple sentences • This type was previously called MOTHERESE - Pitch of voice becomes higher - Intonation may be varied - Repetition of words - Topics restricted to concrete items comprehensible to infants - Amusing sounds (not just words) - Similar to telegraphic speech, with little formal structure - Typically only used during first year
- 20. B. DEVELOPMENTAL DIVERSITY: IS INFANT-DIRECTED SPEECH SIMILAR IN ALL CULTURES? 1. Cross-cultural similarities in infant-directed speech are so great, in fact, that they appear in some facets of language specific to particular types of interactions. 2. Some stylistic differences related to cultural factors seem to exist when gender is considered as a factor.
- 21. C. THE LINKS BETWEEN LANGUAGE DEVELOPMENT AND POVERTY 1. The language children hear at home influences their language development. 2. Hart and Risley (1995) researched the effects of poverty on language. - Economic level was a significant factor in the amount of parental interactions, times spent in interactions, types of language children were exposed to, and kinds of language used. - Type of language exposure is linked to IQ test performance of children, as young as 3
- 22. D. ENGLISH LANGUAGE LEARNERS: BILINGUAL EDUCATION VS. IMMERSION 1. English language learners (ELLs), students who enter school with little or no English proficiency, may have slow academic progress and be isolated from their peers 2. Educators are challenged by children speaking little or no English 3. Bilingual Education 4. An alternative approach is to immerse students in English-only education
- 23. 5. Being bilingual may have cognitive advantages. - greater cognitive flexibility - higher self-esteem -greater metalinguistic awareness - higher scores on IQ tests, according to some research 6. Instruction in a native language may enhance instruction in second language.
- 24. END. THANK YOU