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32 Cards in this Set
- Front
- Back
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First Language |
The language that an individual learns first. Also called native language or mother tongue. |
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Second Language |
Any language other than the first language learned (general def.). Learned after the first language in a context where the language is widely used in the community(smaller def.). |
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Foreign Language |
A second or third or fourth, language learned in a context where the language is not widely used in the community. This is often contrasted with the second language learning in a narrower sense |
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Target Language |
A language which is being learned, where it is the first language or a second, third language. |
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Characteristics of the Language of Children |
Predictability Learning Through Imitation Creativity |
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Developmental Sequences/Stages |
The order in which certain features of a language (e.g., negation) are acquired in language learning. |
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Before First Words |
- Early Vocalization - involuntary crying, cooing/gurgling, showing signs of satisfaction - Babbling - using sounds to reflect the characteristics of the language/s they are learning |
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Around 12 months ("one-word" stage) |
Babies begin to produce one or two recognizable words and producing single-word sentences |
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Two Years Old ("two-word" stage) |
- At least 50 words - "telegraphic" sentences (no function words and grammatical morphemes) "Mommy juice" - reflecting the order of the language ("baby kiss" "kiss baby" - creatively combing words "more outside" |
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First Language Developmental Sequences |
Acquisition of Grammatical Morphemes Acquisition of Negation Acquisition of Questions |
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Grammatical Morpheme #1 (Roger Brown) |
Auxiliary "be" (He is coming) |
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Grammatical Morpheme #2 |
3rd Person Singular Simple Present -s (she runs) |
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Grammatical Morpheme #3 |
Regular past -ed (she walked) |
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Grammatical Morpheme #4 |
Articles (a/an/the) |
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Grammatical Morpheme #5 |
Copula (am/is/are/e.g.) |
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Grammatical Morpheme #6 |
Possessive -'s (Daddy's hat) |
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Grammatical Morpheme #7 |
Irregular Past Forms (baby went) |
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Grammatical Morpheme #8 |
Plural -s (two books) |
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Grammatical Morpheme #9 |
Present Progressive -ing (mommy running) |
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Why are these grammatical morphemes acquired in this particular order? |
- The frequency of the morphemes in parent’s speech - The cognitive complexity of the meaning of each morpheme - The difficulty of perceiving or pronouncing them |
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Negation |
Children learn the function of this very early, even at the single word stage.Although they understand it and express it with single words and gestures, it takes some time before they can express them in sentences using the appropriate words and word order. |
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Negation Stage 1 (Lois Bloom) |
Negation is either the only word or the first word in the short sentence. (No. No cookie. No comb hair) |
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Negation Stage 2 (Lois Bloom) |
Sentences become longer and can include a subject. The negative words appears before the verb. (Daddy no comb hair. Don't touch that) |
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Negation Stage 3 (Lois Bloom) |
Negative words are used in more complex sentences and comes in other forms besides "no". (I can't do it. He don't want it) |
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Negation Stage 4 (Lois Bloom) |
Children begin to use the negative words with the correct form of auxiliary verbs such as "do" and "be" (You did not have supper. She doesn't want it). |
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Acquisition of Questions |
Lois Bloom -1991 Occurrence of Wh- Questions words. 1. What 2. Where & Who 3. Why 4. How & When (children don't fully understand the meaning of the responses yet) |
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Children's Question-Making Stage 1 |
Using single words or single two-or three-word sentences with rising intonation (“Mommy book?” “Where’s Daddy?”) |
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Children's Question-Making Stage 2 |
Using the word order of the declarative sentence (“you like this?” “why you catch it?”) |
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Children's Question-Making Stage 3 |
“Fronting”-putting a verb at the beginning of a sentence (“Is the teddy is tired?” “Do I can have a cookie?”) |
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Children's Question-Making Stage 4 |
Subject-auxiliary inversion in yes/no questions but not in wh-questions (“do you like ice cream?” “Where I can draw?”) |
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Children's Question-Making Stage 5 |
Subject-auxiliary inversion in wh-questions, but not in negative wh-questions (Why can he go out?” “why he can’t go out?”) |
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Children's Question-Making Stage 6 |
Overgeneralizing the inverted form in embedded questions (“I don’t know why can’t he go out.”) |
