Children who learn in more than one language: Early childhood ...
Language Learning Process in Early Childhood
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Language Acquisition and learning-key concepts and issues:
Language learning process
Group 2Beatrice Justina Teo
Cheong Zi HoongHong Yin Yin
Lee Li Wen
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What is Language?• A system of communicating with other people using
sounds, and words in expressing meanings, ideas or thoughts.
• “The systematic, conventional use of sounds, signs, or written symbols in a human society for communication and self-expression” (David Crystal)
• “The communication of information through symbols arranged according to systematic rules” (Feldman, 2005)
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Language learning in early childhood(The First 3 Years)
• Children go through a number of different stages as language develops:
• The earlier stage: – Crying (when they feel hungry or uncomfortable)– Cooing (showing satisfaction or happiness)– Babbling
• Around 10 to 13 months:– Begin to say single words such as: milk
(holophrase stage)
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• By the age of 2:– Begin to use two words sentences such as
“mommy milk” , “Papa work”.– telegraphic speech (Function words and
grammatical morphemes such as articles, preposition are missing)
• Early childhood: – Children’s vocabularies increase rapidly
Language learning in early childhood(The First 3 Years)
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• Developmental Sequences: – The order in which certain features of a language
are acquired by children in language learning.
Language learning in early childhood(The First 3 Years)
Grammatical morpheme Negation
Question
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Grammatical morpheme
• Morphemes that contain only grammatical features. Present progressive –ing Mommy running
Plural -s Two books
Articles a/an/the
Irregular past forms Baby went
Regular past -ed He walked
3rd person singular simple present -s
Jane runs
Auxiliary be Jane is coming
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• The Wug Test (Jean Berko Gleason)– Testing children's knowledge of grammatical
morphemes
• In this test, children are shown drawings of creatures or people performing actions.
Grammatical morpheme
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This is a man who know
how to RICK. He is Ricking.
He did the same thing
yesterday. What did he do
yesterday? Yesterday he
________________.
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• By completing these sentences with 'wugs' and ‘ricked’, children show that they know rules for the formation of plural and simple past in English.
Grammatical morpheme
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Negation
• Is acquired by children in language learning to deny, reject, disagree with, or refuse something
• Four stages in the developmental sequence of negation (Lois Bloom’s study,1991)
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• Stage 1: –Negation is expressed by the word ‘no’–Can be expressed either all alone or as the
first word in the utterance– Example : No, No cake, No money, No comb
hair
Negation
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• Stage 2:–Utterances grow longer and the sentence
Subject may be included. – The negative word appears before the verb.– The negative element don’t is often used .– Example: Don’t touch that Daddy no comb hair
Negation
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• Stage 3:– The negative element is positioned after
auxiliaries (are, is, etc.) or modals (can, may, etc.) verb follow the correct English pattern.– Yet no variations for different persons or
tenses– Example: I can’t do it , He don’t want it She was not happy.
Negation
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• Stage 4:–Children able to attach the negative
element to the correct form of auxiliary verbs such as 'do' and 'be’– Example: He didn’t go She doesn’t want it. – Sometimes double negatives are used– Example: I don’t have no more cakes.
Negation
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Questions
• There is a predictable order in which the 'wh-words' emerge (Bloom 1991).
• What, 'Where' and 'who, Why, 'how' and 'when
• Six stages of children’s question-making.
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• Stage 1: -using single words or single two- or three-word sentences with rising intonation-Example: “Mommy book?”
“Where’s Daddy?”• Stage 2:
-using the word order of the declarative sentence-Example: “You like this?”
“Why you catch it?”
Questions
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• Stage 3: -“fronting” - putting a verb at the beginning of a sentence-Example: “Is the teddy is tired?”
“Do I can have a cookie?”• Stage 4:
-subject-auxiliary inversion in yes/no questions-Example: “Do you like ice cream?”
“Are you going to play with me??”
Questions
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• Stage 5: -Both wh- and 'yes/no' questions are formed correctly.-Example: “Why can he go out?”
“Why did you do that?”• Stage 6:
-Children are able to correctly form all question types
Questions
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Language learning in early childhood(The Pre-School Years)
• By the age of four:-Ask questions, give commands, report events, create stories.-Have mastered the basic structure of their language.-Learn vocabulary at the rate of several words a day.-Acquire less frequent and more complex linguistic structures.
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• Here are some of the things your preschooler might do as her language and communication skills.
Language learning in early childhood(The Pre-School Years)
Understanding Phonology and
Morphology
Changes in Syntax and Semantics
Advances in Pragmatics
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Understanding Phonology and Morphology
• Sensitive to the sound of spoken words and capable of producing all the sounds.
• Produce complex consonant clusters-Example: str- and –mpt.
• Notice rhymes, enjoy poems, make up silly names by substituting one sound for another.-Example: bubblegum, bubblebum, bubbleyum
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Understanding Phonology and Morphology
• Begin using the plural and possessive forms of nouns.-Example: dogs and dog’s
• Put appropriate endings on verbs.-Example: -s when the subject is third-person singular and –ed for the past tense.
• Use prepositions (in, on), articles (a, the), and various forms of the verb to be (“I was going to the store”).
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Changes in Syntax and Semantics
• Preschool children also learn and apply rules of syntax. (Lidz, 2010; Tager-Flusberg & Zukowski, 2009)
• Show a growing mastery of complex rules for how words should be ordered.
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• Sentence and Grammar Early Pre-school
-use more complex sentences-understands the basic rules
Late Pre-school-increasingly complex sentences
Changes in Syntax and Semantics
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o Consider wh- questionso Example: “ Where is Daddy going?” / “ What is
that boy doing? ” o wh- must be added at the beginning of the
sentence.o auxiliary verb must be inverted-exchange with
subject of the sentence.o learn quite early where to put the wh- word but
take much longer to learn the auxiliary-inversion rule. ( “ Where daddy is going?” )
Changes in Syntax and Semantics
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• Vocabulary Early pre-school
Thousands of new words-By listening and guessing from context.-From new experiences and from listening to stories
read out loud.-Using connecting words (because, if), names for groups
of things (vegetables, animals), family terms (aunty, brother), colours(red, green) and contrasting concepts (longer, bigger).
Changes in Syntax and Semantics
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Late-preschoolAround 1500 different words but understand even more.
-connecting words (‘when’, ‘but’)-words that explain complicated emotions
(‘confused’, ‘upset’, ‘delighted’)-words that explain things going on in his brain
(‘don’t know’, ‘remember’).
Changes in Syntax and Semantics
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Advances in Pragmatics
• Young children begin to engage in extended discourse. (Akhtar & Herold,2008).-Example: They learn culturally specific rules of conversation and politeness, and increasingly adapt their speech in different settings.
• Able to talk about things that are not here (Grandma’s house) and not now (what happened to them yesterday or might happen tomorrow).
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Advances in Pragmatics
• Develop a remarkable sensitivity to the needs of others in conversation.-Example: Use of the articles the, an, a.- When adults tell a story to describe an event, they use an or a when they first refer to animal or an object and then use the when referring to it later.(“Two boys were walking through the jungle when a fierce lion appeared. The lion lunged at one boy while the other ran for cover.”)
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• Learn to change speech style to suit the situation.-Example: Even 4-year-old children speak differently to a 2-year-old than to a same-aged peer.
Advances in Pragmatics
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Pronunciation
Reading
ListeningHome Study
Adventure games
Language learning in early childhood(School Years)
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•Children will start to practice pronouncing words by repeating after teachers
Pronunciation
•Encourage them to read storybooks, comics, magazines based on their interest
Reading
•Enhancing their listening skills through audio books, recordings
Listening
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•When playing adventure games, children can pause the game frequently to jot down any new words.
Playing games
•Children are encouraged to learn through learning software
Home Study
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• http://repository.usu.ac.id/bitstream/123456789/19132/5/Chapter%20I.pdf
• Language And Society By Humphrey Tonkin http://www.globaled.org/issues/178F.pdf
• Cognitive Development http://peoplelearn.homestead.com/BEduc/Chapter_2.pdf
• First and Second Language Acquisition http://fulbright.state.gov/uploads/e3/34/e33490e8249c453e1fc8a6878e23f6fe/First-and-Second-Language-Acquisition.pdf
• Early Morphological Childhood Development | eHow.com http://www.ehow.com/about_5294964_early-morphological-childhood-development.html#ixzz1yXauNehi
• http://www.kau.edu.sa/Files/0008718/Files/93898_Chapter%201small.pdf
• http://www.american.edu/cas/tesol/pdf/upload/WP-2002-Ahmad-Developmental-Sequence.pdf