1-Learning-a-First-Langu教学讲解课件

1Chapter1.

LanguageLearninginEarlyChildhoodDefinitionsofL1,L2,FL,TLPatternsandsequencesinL1developmentTheoreticalapproachestofirstlanguageacauisition:Behaviorism,Innatism,andInteractionismChildhoodbilingualism1Chapter1.

LanguageLearning2DefinitionsofL1&L2Definitionof“firstlanguage”(L1):Thelanguage(s)thatanindividuallearnsfirst.Othertermsfor“firstlanguage”-NativelanguageormothertongueDefinitionof“secondlanguage”(L2):Anylanguageotherthanthefirstlanguagelearned(inabroadersense).Alanguagelearnedafterthefirstlanguageinacontextwherethelanguageisusedwidelyinthespeechcommunity(inanarrowersense).e.g.,FormanypeopleinTaiwan,theirL1isTaiwaneseandL2isMandarin.2DefinitionsofL1&L2Definit3DefinitionsofFL&TLDefinitionof

“foreignlanguage”(FL)Asecond(orthird,orfourth)languagelearnedinacontextwherethelanguageisNOTwidelyusedinthespeechcommunity.Thisisoftencontrastedwithsecondlanguagelearninginanarrowersense.

e.g.,EnglishorJapaneseisaforeignlanguageforpeopleinTaiwan.

Definitionof“targetlanguage”(TL)Alanguagewhichisbeinglearned,whereitisthefirstlanguageorasecond,thirdlanguage.

e.g.,Englishisatargetlanguageforyounow.3DefinitionsofFL&TLDefinit4PatternsinL1DevelopmentCharacteristicsofthelanguageofchildren:Theirlanguagedevelopmentshowsahighdegreeofsimilarityamongchildrenallovertheworld.TherearepredicablepatternsintheL1developmentandtheirL1developmentalpatternsarerelatedtotheircognitivedevelopment(predictability).Theirlanguagereflectsthewordorderofthelanguagethattheyarehearing.Thecombinationofthewordshasameaningrelationship(learningthroughimitation).Theirlanguagealsoshowstheyareabletoapplytherulesofthelanguagetomakesentenceswhichtheyhaveneverheardbefore(creativity).4PatternsinL1DevelopmentCha5PatternsinL1DevelopmentBeforeFirstWords-TheearliestvocalizationsInvoluntarycrying(whentheyfeelhungryoruncomfortable)Cooingandgurgling–showingsatisfactionorhappiness“Babbling”

Babiesusesoundstoreflectthecharacteristicsofthedifferentlanguagetheyarelearning.5PatternsinL1DevelopmentBef6PatternsinL1DevelopmentFirstWords–Around12months(“one-word”stage):Babiesbegintoproduceoneortworecognizablewords(esp.contentword);producingsingle-wordsentences.Bytheageof2(“two-word”stage):1)atleast50differentwords2)“telegraphic”sentences(nofunctionwordsandgrammaticalmorphemes)

e.g.,“Mommyjuice”,“babyfalldown”

3)reflectingtheorderofthelanguage e.g.,“kissbaby”,“babykiss”4)creativelycombiningwords e.g.,“moreoutside”,“allgonecookie”

6PatternsinL1DevelopmentFir7L1DevelopmentalSequencesAcquisitionofGrammaticalmorphemesAcquisitionofNegation(todeny,reject,disagreewith,andrefusesomething)AcquisitionofQuestions7L1DevelopmentalSequencesAcq8Acquisitionof

GrammaticalmorphemesRogerBrown’sstudy(1973):

-approximateorderofacquiringgrammaticalmorphemesPresentprogressive–ing(running)Plural–s(books)Irregularpastforms(went)Possessive-’s(daddy’shat)Copula(am/is/are)Articles(a/an/the)Regularpast–ed(walked)Thirdpersonsingularsimplepresent–s(heruns)Auxiliary‘be’

(Heiscoming)8Acquisitionof

GrammaticalmAcquisitionof

Grammaticalmorphemese.g.,“wugtest”– 1)Hereisawug.Nowtherearetwoofthem.Therearetwo______. 2)Johnknowshowtonod.Yesterdayhedidthesamething.Yesterday,he_______.Throughthetests,childrendemonstratethattheyknowtherulesfortheformationofpluralandsimplepastinEnglish.Bygeneralizingthesepatternstowordstheyhaveneverheardbefore,theyshowthattheirlanguageisnotjustalistofmemorizedwordpairssuchas‘book/books’and‘nod/nodded’.9Acquisitionof

Grammaticalmo10AcquisitionofNegationLoisBloom’sstudy(1991)–fourstagesStage1:‘no’–e.g.,“Nogo”.“Nocookie.”Stage2:subject+no–e.g.,“Daddynocombhair.”Stage3:auxiliaryormodalverbs(do/can)+not

(Yetnovariationsfordifferentpersonsortenses) e.g.,“Ican’tdoit“,“Hedon’twantit.”Stage4:correctformofauxiliaryverbs(did/doesn’t/is/are)+not

e.g.,Hedidn’tgo.Shedoesn’twantit. Butsometimesdoublenegativesareused

e.g.,Idon’thavenomorecandies.10AcquisitionofNegation11AcquisitionofQuestionsLoisBloom’sstudy(1991):Orderoftheoccurrenceofwh-questionwords“What”-Whatsat?Whatsit?“Where”and“who”

“Why”(emergingattheendofthe2ndyearandbecomesafavoriteattheageof3or4)“How”and“When”(yetchildrendonotfullyunderstandthemeaningofadults’responses)

e.g., Child:Whencanwegooutside? Mother:Inabout5minutes. Child:1-2-3-4-5!Canwegonow?11AcquisitionofQuestions12AcquisitionofQuestionsLoisBloom’sstudy(1991):Sixstagesofchildren’squestion-makingStage1:usingsinglewordsorsingletwo-orthree-wordsentenceswithrisingintonation

(“Mommybook?”“Where’sDaddy?”)Stage2:usingthewordorderofthedeclarativesentence

(“Youlikethis?”“Whyyoucatchit?”)Stage3:“fronting”-puttingaverbatthebeginningofasentence

(“Istheteddyistired?”“DoIcanhaveacookie?”)12AcquisitionofQuestions13AcquisitionofQuestionsLoisBloom’sstudy(1991)–sixstages(II)Stage4:subject-auxiliaryinversioninyes/noquestionsbutnotinwh-questions

(“Doyoulikeicecream?”“WhereIcandraw?”)Stage5:subject-auxiliaryinversioninwh-questions,butnotinnegativewh-questions

(“Whycanhegoout?”“Whyhecan’tgoout?”)Stage6:overgeneralizingtheinvertedforminembeddedquestions

(“Idon’tknowwhycan’thegoout.”)13AcquisitionofQuestions14PatternsinL1DevelopmentBytheageof4:Mostchildrenareabletoaskquestions,givecommands,reportrealevents,andcreatestoriesaboutimaginaryoneswithcorrectwordorderandgrammaticalmarkersmostofthetime.Theyhavemasteredthebasicstructuresofthelanguageorlanguagesspokentothemintheseearlyyears.Theybegintoacquirelessfrequentandmorecomplexlinguisticstructuressuchaspassivesandrelativeclauses.Theybegintodevelopabilitytouselanguageinawideningsocialenvironment.14PatternsinL1DevelopmentBy15Developmentof

MetalinguisticAwarenessMetalinguisticawarenessreferstotheabilitytotreatlanguageasanobject,separatefromthemeaningitconveys.Adramaticdevelopmentinmetalinguisticawarenessoccurswhenchildrenbeginto

learntoread.Theyseewordsrepresentedbylettersonapageandstarttodiscoverthatwordsandsentenceshavemultiplemeaning.

e.g.,“drinkthechair” “caketheeat” “Whyiscaterpillarlongerthantrain?”(ariddle)15Developmentof

Metalinguist16DevelopmentofVocabularyOneofthemostimpressivelanguagedevelopmentsintheearlyschoolyearsistheastonishinggrowthofvocabulary.Vocabularygrowsataratebetweenseveralhundredandmorethanathousandwordsayear,dependingmainlyonhowmuchandhowwidelychildrenread.Vocabularygrowthrequiredforschoolsuccessislikelytocomefrombothreadingforassignmentsandreadingforpleasure.Readingavarietyoftexttypesisanessentialpartofvocabularygrowth.Readingreinforcestheunderstandingthatlanguagehasformaswellasmeaninganda“word”isseparatefromthethingitrepresents.Anotherimportantdevelopmentintheschoolyearsistheacquisitionofdifferentlanguageregisters.(语域)16DevelopmentofVocabularyOne17TheoreticalApproachesto

L1AcquisitionBehaviorism:SaywhatIsayInnatism:It’sallinyourmindInteractionist/Developmentalperspectives:Learningfrominsideandout17TheoreticalApproachesto

L118Behaviorism:SaywhatIsaySkinner:languagebehavioristheproductionofcorrectresponsestostimulithroughreinforcement.Languagelearningistheresultof1)imitation(word-for-wordrepetition),2)practice(repetitivemanipulationofform),3)feedbackonsuccess(positivereinforcement),and4)habitformation.Thequalityandquantityofthelanguagethatthechildhears,aswellastheconsistencyofthereinforcementofferedbyothersintheenvironment,wouldshapethechild’slanguagebehavior.

(*Dotheactivityonp.10–imitationandpractice)18Behaviorism:SaywhatIsayS19Behaviorism:

SaywhatIsayChildren’simitationsarenotrandom: Theirimitationisselectiveandbasedonwhattheyarecurrentlylearning.Theychoosetoimitatesomethingtheyhavealreadybeguntounderstand,ratherthansimplyimitatingwhatisavailableintheenvironment.

(seeexampleonp.11,Cindy’scase)Children’spracticeofnewlanguageformsThewaytheypracticenewformsisverysimilartothewayforeignlanguagestudentsdosubstitutiondrills.Theirpracticeoflanguageformsisalsoselectiveandreflectswhattheywouldliketolearn.Theyareofteninchargeoftheconversationwithadults.

(seeexampleonp.12,Kathryn’scase)19Behaviorism:SaywhatIsayC20Behaviorism:

SaywhatIsayHowever,imitationandpracticealonecannot

explainsomeoftheformscreatedbychildren.Childrendopickoutpatterns/rulesandthengeneralizeorovergeneralizethemtonewcontexts.(seeexamplesonpp.13-14)“Sohecandocmylittlebump?”:showingtheunderstandingofthesuffix‘er/or’“I’mhiccingup”:showingtheunderstandingoftwo-wordverbssuchas‘standingup’and‘pickingup’Father: I’dliketoproposeatoast. Child: I’dliketoproposeapieceofbread.Mother: Iloveyoutopieces. Child: Iloveyouthreepieces.Aredogscanwiggletheirtails?

Arethisishot?YoutookallthetowelsawaybecauseIcan’tdrymyhands.20Behaviorism:SaywhatIsayH21Innatism:

It’sallinyourmindChomskyarguesthatbehaviorismcannotprovidesufficientexplanationsforchildren’slanguageacquisitionforthefollowingreasons:Children

come

to

know

more

about

the

structure

of

their

language

than

they

could

be

expected

to

learn

on

the

basis

of

the

samples

of

language

they

hear.Thelanguagechildren

are

exposedtoincludes

false

starts,

incomplete

sentences

and

slips

of

the

tongue,

and

yet

they

learn

to

distinguish

between

grammatical

and

ungrammatical

sentences.

Childrenarebynomeanssystematicallycorrectedorinstructedonlanguagebyparents.21Innatism:It’sallinyourm22Innatism:

It’sallinyourmindLAD(animaginary“blackbox”existingsomewhereinthebrain):LADcontainsallandonlytheprincipleswhichareuniversaltoallhumanlanguages(i.e..UniversalGrammar–UG).FortheLADtowork,childrenneedaccessonlytosamplesofanaturallanguage,whichserveasatriggertoactivatethedevice.OncetheLADisactivated,childrenareabletodiscoverthestructureofthelanguagetobelearnedbymatchingtheinnateknowledgeofbasicgrammaticalprinciples(UG)tothestructuresoftheparticularlanguageintheenvironment.22Innatism:It’sallinyourm23Innatism:

It’sallinyourmindEvidenceusedtosupportChomsky’sinnatistposition:Virtuallyallchildrensuccessfullylearntheirnativelanguageatatimeinlifewhentheywouldnotbeexpectedtolearnanythingelsesocomplicated(i.e.biologicallyprogrammed).Languageisseparatefromotheraspectsofcognitivedevelopments(e.g.,creativityandsocialgrace)andmaybelocatedinadifferent“module"ofthebrain.Thelanguagechildrenareexposedtodoesnotcontainexamplesofallthelinguisticrules

andpatterns.Animalscannotlearntomanipulateasymbolsystemascomplicatedasthenaturallanguageofa3-or4-year-oldchild.Childrenacquiregrammaticalruleswithoutgettingexplicitinstruction.Therefore,children’sacquisitionofgrammaticalrulesisprobablyguidedbyprincipleofaninnateUGwhichcouldapplytoalllanguages.23Innatism:It’sallinyourm24Innatism:

It’sallinyourmindThebiologicalbasisfortheinnatistposition:TheCriticalPeriodHypothesis(CPH)–

Lenneberg:Thereisaspecificandlimitedtimeperiod(i.e.,“criticalperiod”)fortheLADtoworksuccessfully. ThebestevidencefortheCPHisthatvirtuallyeverychildlearnslanguageonasimilarscheduleinspiteofdifferentenvironments.24Innatism:It’sallinyourm25Innatism:

It’sallinyourmindThreecasestudiesofabnormallanguagedevelopment-evidenceoftheCPH (Readthecasestudiesonpp.19-21).Victor–aboyofabout12yearsold(1799)Genie–agirlof13yearsold(1970)Deafsigners(nativesigners,earlylearners,vs.latelearners)25Innatism:It’sallinyourm26Interactionist/developmentalPerspectives:

LearningfrominsideandoutProblemsofInnatism:Theinnatistsplacedtoomuchemphasisonthe“finalstate”(i.e.thelinguisticcompetenceofadultnativespeakers),butnotenoughonthedevelopmentalaspectsoflanguageacquisition.Languageacquisitionisanexampleofchildren’sabilitytolearnfromexperience.Whatchildrenneedtoknowisessentiallyavailableinthelanguagetheyareexposedto.26Interactionist/developmental27Interactionist/developmentalPerspectives:

LearningfrominsideandoutThispositionviewsthatlanguagedevelopsasaresultoftheinterplaybetweentheinnatelearningabilityofchildrenandtheenvironmentinwhichtheydevelop.Developmentalpsychologistsattributemoreimportancetotheenvironmentthantheinnatists,thoughtheyalsorecognizeapowerfullearningmechanisminthehumanbrain.Theyseelanguageacquisitionassimilartoandinfluencedbytheacquisitionofotherkindsofskillandknowledge,ratherthanassomethingthatislargelyindependentofthechild’sexperienceandcognitivedevelopment.27Interactionist/developmental28TheInteractionistPositionPiaget:Languageisdependentuponandspringsfromcognitivedevelopment.Thatis,children’scognitivedevelopmentdeterminestheirlanguagedevelopment. (e.g.,theuseofwordsas“bigger”or“more”dependsonchildren’sunderstandingoftheconceptstheyrepresent.)Hearguedthatthedevelopingcognitiveunderstandingisbuiltontheinteractionbetweenthechildandthethingswhichcanbeobserved,touched,andmanipulated.Forhim,languagewasoneofanumberofsymbolsystemsdevelopedinchildhood,ratherthanaseparatemoduleofthemind.Languagecanbeusedtorepresentknowledgethatchildrenhaveacquiredthroughphysicalinteractionwiththeenvironment.28TheInteractionistPositionP29TheInteractionistPositionVygotsky:socioculturaltheoryofhumanmentalprocessing.Hearguedthatlanguagedevelopsprimarilyfromsocialinteraction.Zoneofproximaldevelopment(ZPD):alevelthatachildisabletodowhenthereissupportfrominteractionwithamoreadvancedinterlocutor.Thatis,asupportiveinteractiveenvironmentenableschildrentoadvancetoahigherlevelofknowledgeandperformancethans/hewouldbeabletodoindependently.Heobservedtheimportanceofconversationswhichchildrenhavewithadultsandwithotherchildrenandsawintheseconversationstheoriginsofbothlanguageandthought.29TheInteractionistPositionV30TheInteractionistPositionHowPiaget’sviewdiffersfromVygotsky’s:Piagethypothesizedthatlanguagedevelopedasasymbolsystemtoexpressknowledgeacquiredthroughinteractionwiththephysicalworld.Vygotskyhypothesizedthatthoughtwasessentiallyinternalizedspeech,andspeechemergedinsocialinteraction.30TheInteractionistPositionH31TheInteractionistPositionLanguagesocializationframework:observedfromchildrearingpatterns(parent-childinteraction)Child-directedSpeech(modifiedlanguageinteraction):Phonologicalmodification:aslowerrateofdelivery,higherpitch,morevariedintonationSyntacticalmodification:shorter,simplersentencepatterns,frequentrepetition,andparaphrase.Limitedconversationtopics:e.g.,the‘hereandnow’andtopicsrelatedtothechild’sexperiences.Moreimportantthanmodificationistheconversationalgive-and-take.

31TheInteractionistPositionLTheInteractionistPositionThe

interactionbetweenalanguage-learningchildandaninterlocutorwhorespondsinsomewaytothechildisimportant(Jim’scase).

Exposuretoimpersonalsourcesoflanguagesuchastelevisionorradioalonearenotsufficientforchildrentolearnthestructureofaparticularlanguage.One-on-oneinteractiongiveschildrenaccesstolanguagethatisadjustedtotheirlevelofcomprehension.Oncechildrenhaveacquiredsomelanguage,however,televisioncanbeasourceoflanguageandculturalinformation.32TheInteractionistPositionThe33ConnectionismThoughbothinnatismandconnectionismlookatthecognitiveaspectoflanguageacquisition,yettheydifferinthefollowing:Connectionistshypothesizethatlanguageacquisitiondosenotrequireaseparate

“moduleofthemind”butcanbeexplainedintermsoflearningingeneral.Connectionistsarguethatwhatchildrenneedtoknowisessentiallyavailableinthelanguagetheyareexposedto.Theyattributegreaterimportancetotheroleoftheenvironmentthantoanyinnateknowledgeinthelearner.33ConnectionismThoughbothinnConnectionismConnectionismviewslanguageasacomplexsystemofunitswhichbecomeinterconnectedinthemindastheyareencounteredtogether.Themoreoftenunitsareheardorseentogether,themorelikelyitisthatthepresenceofonewillleadtotheactivationoftheother.Languageacquisitionisnotjustaprocessofassociatingwordswithelementsofexternalreality.Itisalsoaprocessofassociatingwordsandphraseswiththeotherwordsandphrasesthatoccurwiththem,orwordswithgrammaticalmorphemesthatoccurwiththem.34ConnectionismConnectionismvie35TheInteractionistPositionWatchthevideoclip“BabyTalk”fromtheInteractionistposition.Readthefollowingquestionsfirst:AccordingtoBruner,inwhatwaysdochildrenlearnsyntax,semantics,andpragmatics?WhydomanyresearchersthinkChomsky’sinnatismisnotsufficient?AccordingtoBerko-Gleason,howdoparentsorcaretakershelpchildrenwiththeirverbaldevelopment?Whatisthepurposeforparentstoplaythe‘thank-you’gamewithchildren?Interactionistsstressthatlanguageuseisnotonlyreferentialbutitcanbeusedforsocialpurposes.Canyougiveexamplesforthesetwotypesofpurposes?Whyisittoosimplistictothinkchildreneithermemorizeoranalyzethingstheyhearandthentheyproducelanguage?WhatexampledidBerko-Gleasongivetosupportherpoints?Howdochildrenlearn‘routinized’phrases?35TheInteractionistPositionW36Childhoodbilingualism“Simultaneousbilinguals”Childrenwholearnmorethanonelanguagefrombirth.“Sequentialbilinguals”Childrenwhobegintolearnasecondlanguageaftertheyhaveacquiredthefirstlanguage.36Childhoodbilingualism“Simul37ChildhoodbilingualismIsitdifficultforchildrentocopewith2language?Thereislittlesupportforthemyththatlearningmorethanonelanguageinearlychildhoodslowsdownthechild’slinguisticdevelopmentorinterfereswithcognitiveandacademicdevelopment.Bilingualismcanhavepositiveeffectsonabilitiesthatarerelatedtoacademicsuccess,suchasmetalinguisticawareness.Thelearningoflanguagesforbilingualchildrenismorerelatedtothecircumstancesinwhicheachlanguageislearnedthantoanylimitationinthehumancapacitytolearnmorethanonelanguage.37ChildhoodbilingualismIsit38ChildhoodbilingualismLanguageattritionforbilinguals-

“Subtractivebilingualism”

(Lambert,1987)Whenchildrenare“submerged”inasecondlanguageforlongperiodsinearlyschooling,theymaybegintolosetheirnativelanguage(L1)beforetheyhavedevelopedanage-appropriatemasteryoftheL2.Itcanhavenegativeconsequencesforchildren’sself-esteem.Insomecases,childrencontinuetobecaughtbetweentwolanguages;nothavingmasteredtheL2,butnothavingcontinuedtodeveloptheL1.38ChildhoodbilingualismLangua39ChildhoodbilingualismSolutionfor“subtractivebilingualism”: tostrivefor“additivebilingualism”ParentsshouldcontinuespeakingtheL1totheirchildrentomaintainthehomelanguage,whiletheL2isbeinglearnedatschool.MaintainingthefamilylanguagealsocreatesopportunitiesforthechildrentocontinuebothcognitiveandaffectivedevelopmentinalanguagetheyunderstandeasilywhiletheyarestilllearningtheL2.39ChildhoodbilingualismSoluti40SummaryEachofthethreetheoreticalapproachesexplainsadifferentaspectoffirstlanguageacquisition.Behaviorists(learningthroughimitation,practice,reinforcement,habit-formation)–theacquisitionofvocabularyandgrammaticalmorphemes.Innatists(LAD/UG/CPH)–theacquisitionofcomplexgrammar(structureofthelanguage).Interactionists(socialinteraction)–theacquisitionofhowformandmeaningarerelated,howcommunicativefunctionsarecarriedout,andhowlanguageisusedappropriately.40SummaryEachofthethreethe41Chapter1.

LanguageLearninginEarlyChildhoodDefinitionsofL1,L2,FL,TLPatternsandsequencesinL1developmentTheoreticalapproachestofirstlanguageacauisition:Behaviorism,Innatism,andInteractionismChildhoodbilingualism1Chapter1.

LanguageLearning42DefinitionsofL1&L2Definitionof“firstlanguage”(L1):Thelanguage(s)thatanindividuallearnsfirst.Othertermsfor“firstlanguage”-NativelanguageormothertongueDefinitionof“secondlanguage”(L2):Anylanguageotherthanthefirstlanguagelearned(inabroadersense).Alanguagelearnedafterthefirstlanguageinacontextwherethelanguageisusedwidelyinthespeechcommunity(inanarrowersense).e.g.,FormanypeopleinTaiwan,theirL1isTaiwaneseandL2isMandarin.2DefinitionsofL1&L2Definit43DefinitionsofFL&TLDefinitionof

“foreignlanguage”(FL)Asecond(orthird,orfourth)languagelearnedinacontextwherethelanguageisNOTwidelyusedinthespeechcommunity.Thisisoftencontrastedwithsecondlanguagelearninginanarrowersense.

e.g.,EnglishorJapaneseisaforeignlanguageforpeopleinTaiwan.

Definitionof“targetlanguage”(TL)Alanguagewhichisbeinglearned,whereitisthefirstlanguageorasecond,thirdlanguage.

e.g.,Englishisatargetlanguageforyounow.3DefinitionsofFL&TLDefinit44PatternsinL1DevelopmentCharacteristicsofthelanguageofchildren:Theirlanguagedevelopmentshowsahighdegreeofsimilarityamongchildrenallovertheworld.TherearepredicablepatternsintheL1developmentandtheirL1developmentalpatternsarerelatedtotheircognitivedevelopment(predictability).Theirlanguagereflectsthewordorderofthelanguagethattheyarehearing.Thecombinationofthewordshasameaningrelationship(learningthroughimitation).Theirlanguagealsoshowstheyareabletoapplytherulesofthelanguagetomakesentenceswhichtheyhaveneverheardbefore(creativity).4PatternsinL1DevelopmentCha45PatternsinL1DevelopmentBeforeFirstWords-TheearliestvocalizationsInvoluntarycrying(whentheyfeelhungryoruncomfortable)Cooingandgurgling–showingsatisfactionorhappiness“Babbling”

Babiesusesoundstoreflectthecharacteristicsofthedifferentlanguagetheyarelearning.5PatternsinL1DevelopmentBef46PatternsinL1DevelopmentFirstWords–Around12months(“one-word”stage):Babiesbegintoproduceoneortworecognizablewords(esp.contentword);producingsingle-wordsentences.Bytheageof2(“two-word”stage):1)atleast50differentwords2)“telegraphic”sentences(nofunctionwordsandgrammaticalmorphemes)

e.g.,“Mommyjuice”,“babyfalldown”

3)reflectingtheorderofthelanguage e.g.,“kissbaby”,“babykiss”4)creativelycombiningwords e.g.,“moreoutside”,“allgonecookie”

6PatternsinL1DevelopmentFir47L1DevelopmentalSequencesAcquisitionofGrammaticalmorphemesAcquisitionofNegation(todeny,reject,disagreewith,andrefusesomething)AcquisitionofQuestions7L1DevelopmentalSequencesAcq48Acquisitionof

GrammaticalmorphemesRogerBrown’sstudy(1973):

-approximateorderofacquiringgrammaticalmorphemesPresentprogressive–ing(running)Plural–s(books)Irregularpastforms(went)Possessive-’s(daddy’shat)Copula(am/is/are)Articles(a/an/the)Regularpast–ed(walked)Thirdpersonsingularsimplepresent–s(heruns)Auxiliary‘be’

(Heiscoming)8Acquisitionof

GrammaticalmAcquisitionof

Grammaticalmorphemese.g.,“wugtest”– 1)Hereisawug.Nowtherearetwoofthem.Therearetwo______. 2)Johnknowshowtonod.Yesterdayhedidthesamething.Yesterday,he_______.Throughthetests,childrendemonstratethattheyknowtherulesfortheformationofpluralandsimplepastinEnglish.Bygeneralizingthesepatternstowordstheyhaveneverheardbefore,theyshowthattheirlanguageisnotjustalistofmemorizedwordpairssuchas‘book/books’and‘nod/nodded’.49Acquisitionof

Grammaticalmo50AcquisitionofNegationLoisBloom’sstudy(1991)–fourstagesStage1:‘no’–e.g.,“Nogo”.“Nocookie.”Stage2:subject+no–e.g.,“Daddynocombhair.”Stage3:auxiliaryormodalverbs(do/can)+not

(Yetnovariationsfordifferentpersonsortenses) e.g.,“Ican’tdoit“,“Hedon’twantit.”Stage4:correctformofauxiliaryverbs(did/doesn’t/is/are)+not

e.g.,Hedidn’tgo.Shedoesn’twantit. Butsometimesdoublenegativesareused

e.g.,Idon’thavenomorecandies.10AcquisitionofNegation51Acquisitionof