L1 acquisition
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Transcript of L1 acquisition
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FIRST LANGUAGE ACQUISITION
O’GRADY AND CHO, 2011
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ABOUT L1 ACQUISITION
• Most important milestone in a child’s development
• Children acquire language effortlessly giving the impression that the entire process is simple and straightforward.
• Grammar is the end result of L1 Acquisition
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PHONOLOGICAL DEVELOPMENTA few facts:
• Children are born with a perceptual system that is specifically designed for speech.
• Children respond differently to human voices than other sounds.
• Children show preference for the language of their parents than any other language by the time they are two days old.
• Children can recognize their mother’s voice within a matter of weeks.
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PHONOLOGICAL DEVELOPMENT: BABBLING
• Around 6 months of age: the opportunity for infants to experiment and gain control over their vocal apparatus.
• Children who - for medical reasons- are unable to babble, can subsequently acquire normal pronunciation, but their speech development is significantly delayed.
• Children from different languages exhibit significant similarities in their babbling.
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GENERAL TENDANCIES IN SOUND ACQUISITION
• Vowels are generally acquired before consonants (as a group – 3 yrs. old)
• Stops (p, t, k, n, d, g, m, n) tend to be acquired before other consonants.
• Labials are often acquired first followed by alveolars, velars and alveopalatals.
• Interdentals (ð, θ) are acquired last.
• Children produce phonemic contrasts of their language well before they can produce them (comprehension tasks).
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VOCABULARY DEVELOPMENT
• 18 mts. Vocabulary: 50 words (nouns are the single largest class in a child’s early vocabulary).
• Verbs and adjectives are next.
• 6 yr. olds: thirteen or fourteen thousand words.
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STRATEGIES FOR ACQUIRING MEANING• The Whole Object Assumption
• A new word refers to the whole subject.
• The Type Assumption
• A new word refers to a type of thing, not just a particular thing.
• The Basic Level Assumption
• A new word refers to objects that are alike in basic ways (appearance, behaviour etc.)
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MORPHOLOGICAL DEVELOPMENT• Initially: affixes are systematically absent and most words
consist of single root morphemes.
OVERGENERALIZATION & OVERREGULATION
• Plural –s
• Past –ed
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DEVELOPMENTAL SEQUENCE
BOUND MORPHEMES AND FUNCTIONAL CATEGORIES
1. -ing
2. - s (plurals)
3. -s (possessive)
4. The, a (determiners)
5. -ed past tense
6. -s (third person singular)
7. Auxiliary ‘be’
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SYNTACTIC DEVELOPMENT
• Takes place in an orderly manner.
1. one-word stage
2. two-word stage
3. telegraphic stage
4. later development
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THE INTERPRETATION OF SENTENCE STRUCTURE
PASSIVES
• Children have an easier time interpreting active sentences than they do passive ones (although they produce passives from around age 3)
WHY?
• Canonical Sentence Strategy
• Children expect the first NP to be the agent and the second NP to be the theme. (NP … V … NP agent-action-theme)
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THE INTERPRETATION OF SENTENCE STRUCTURE
PRONOMINAL AND REFLEXIVES
• Children do not have a lot of trouble distinguishing between pronominal and reflexive pronouns.
I hurt myself with the stapler.
*You hurt myself with the sapler.
*I hurt me with the stapler.
You hurt me with the stapler.
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WHAT MAKES LANGUAGE ACQUISITION POSSIBLE?
• The role of adult speech
• Childcare talk (motherease)
• The role of feedback
• Recasts
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THE ROLE OF COGNITIVE DEVELOPMENT• Considerable evidence against language acquisition as
dependent on other types of cognitive development.
• Example:• Individuals with defficient general cognitive development
with highly developed language skills.
• People with average IQ with difficulties with inflection for the past tense and plural.
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THE ROLE OF INBORN KNOWLEDGE• Nativism: certain grammatical knowledge is inborn
• Universal Grammar: children are born with prior knowledge of the type of categories, operations and principles that are found in the grammar of any human language.
• Chomsky: grammars for human languages are too complex and abstract to be learned solely from experience children are exposed to.
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UNIVERSAL PRINCIPLES
PRINCIPLE A
• A reflexive pronoun must have an antecedent that C-commands it in the same IP.
PRINCIPLE B
• A pronominal must not have an antecedent that C-commands it in the same IP.
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PARAMETERS• Not every feature in the grammar of a language can be
inborn: vocabulary, morphology and some parts of syntax are learned.
• UG stipulates that an X constituent can include a head and its complements, but it does not specify the order of these elements.
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THE CRITICAL PERIOD• Is there a critical period?
Some examples:
• Genie (see video)
• Victor
• Death children
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HOW DO WE STUDY L1 ACQUISITION?
1. Naturalistic observation
2. Experimentation
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NTURALISTIC OBSERVATION
• Observe and record children’s spontaneous speech – Diary Study.
• Usually longitudinal.
• CHILDES (Child Language Data Exchange System)
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PROS & CONS OF NATURALISTIC OBSERVATION
• Provides important information of how the language acquisition process unfolds.
• Makes it hard to test hypothesis and draw firm conclusions (particular structures and phenomena may occur rarely in children’s everyday speech).
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EXPERIMENTAL STUDIES• Specifically designed tasks to elicit linguistic activity
relevant to the phenomenon that is being investigated.
• Typically cross-sectional: investigates and compares the linguistic knowledge of different children at a particular point in development.
• What do they test?
• Comprehension • Production • Imitation skills
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TESTING COMPREHENSION
• Children judge the truth of statements being made about particular pictures or situations presented about the experimenter.
• Supply children with a set of toys and ask them to act out a sentence (passives: the truck was hit by the car)
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TESTING PRODUCTION• the experimenter presents the child with a situation that
calls for a particular type of statement or question.
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IMITATION TASKS• Children’s ability to repeat a particular structure provides
a good indication of how well they have mastered it.
For example:
A child that has not acquired auxiliary verbs will repeat a sentence such as “Mickey is laughing” by saying: “Mickey laughing”
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