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    Five Stages of Language Acquisition: Prepared By: Zenaida S. Jorge Beed - Iii

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    Mary Joy Paldez
    The document describes 5 stages of language acquisition: 1) Babbling stage from 3-6 months when children begin vocalizing consonant sounds. 2) One word stage around 12 months when children use single words to communicate. 3) Two word stage at 24 months when children begin combining two words. 4) Phonological and syntactic acquisition stages when children build phonological knowledge and diverse syntactic structures with two words. 5) Semantic acquisition develops based on children's lexicon, social/cultural backgrounds, and cognition.

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    Five Stages of Language Acquisition: Prepared By: Zenaida S. Jorge Beed - Iii

    Uploaded by

    Mary Joy Paldez
    75 views23 pages
    The document describes 5 stages of language acquisition: 1) Babbling stage from 3-6 months when children begin vocalizing consonant sounds. 2) One word stage around 12 months when children use single words to communicate. 3) Two word stage at 24 months when children begin combining two words. 4) Phonological and syntactic acquisition stages when children build phonological knowledge and diverse syntactic structures with two words. 5) Semantic acquisition develops based on children's lexicon, social/cultural backgrounds, and cognition.

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    The document describes 5 stages of language acquisition: 1) Babbling stage from 3-6 months when children begin vocalizing consonant sounds. 2) One word stage around 12 months when children use single words to communicate. 3) Two word stage at 24 months when children begin combining two words. 4) Phonological and syntactic acquisition stages when children build phonological knowledge and diverse syntactic structures with two words. 5) Semantic acquisition develops based on children's lexicon, social/cultural backgrounds, and cognition.

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    Download as pptx, pdf, or txt
    75 views23 pages

    Five Stages of Language Acquisition: Prepared By: Zenaida S. Jorge Beed - Iii

    Uploaded by

    Mary Joy Paldez
    The document describes 5 stages of language acquisition: 1) Babbling stage from 3-6 months when children begin vocalizing consonant sounds. 2) One word stage around 12 months when children use single words to communicate. 3) Two word stage at 24 months when children begin combining two words. 4) Phonological and syntactic acquisition stages when children build phonological knowledge and diverse syntactic structures with two words. 5) Semantic acquisition develops based on children's lexicon, social/cultural backgrounds, and cognition.

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    Five stages of Language

    Acquisition
    Prepared by:
    ZENAIDA S. JORGE
    BEED - III
    Stages Of Language Acquisition
     Language acquisition is examined or observed according to different
    stages of children’s cognition.
     Babbling
     One Word Stage
     Stage of Two Words
     Phonological Acquisition
     Syntactic Acquisition
     Semantic Acquisition
    BABBLING
     Babbling 3-4 months ---begin to show babbling
    ---only mothers can guess what is meant
    ---bilabials  alveolar consonants 6 months
    ---begin to use their mother tongue
    ---suprasegments (tones, stress, & intonation)
    are acquired in the beginning
     SUPRASEGMENTS  segment Experiments indicate that
    suprasegments are acquired before segments.
    1. in English (rising & falling intonation) Children of the English
    language are able to distinguish rising intonation from falling
    intonation.
    2. in Mandarin (rising & falling tone) In Taiwan, it has been noted
    that children of six months are able to distinguish the rising
    tone (the second tone) from the falling tones (the fourth
    tones) of Mandarin Chinese.
    ONE WORD STAGE
     (12months old) holophrastic sentences Children use
    one word for a sentence or a semantic unit, which is
    also called holophrastic sentences.
     e.g.
    milk  I want milk. / That is milk. substituted
    sounds Children begin to have clearer sounds, though
    sounds are substituted.
     e. g. Amhhl’s data In (a), the [s] is substituted with [t], and in (b) & (c), [g] with [k], [l] with
    [g], respectively.
     Word

     Adult

     Amhhl’s reading

    A
    Bus
     [bs]
     [bt]

    Bleg
     [lg]
     [gk]

    clie
     [la]
     [da]
     Insertion or simplification Sometimes, insertion or simplification takes place at this stage. e.g.
    a Chinese
    Data
    Words
    Adult
    Chia-chia’s reading
    Fish
     [u_]
     [yu]
    to see
     [kan]
     [ka:]
     Pain
     [tung]
     [du:]
    patterns of simplification There are patterns
    for children’s simplification in phonetics.
    (a) syllable simplification: stop  [tap], desk 
    [dk],[kan]  [ka:]
    (b) substitution: bus  [bt], sea  [tiy], tung 
    [du:]
    (c) assimilation: tell  [dl], big  [pk]
    perception  production perception +
    production Language acquisition is
    composed of perception and
    production. perception > production
    Children are much better in
    perception. Most children are able to
    understand what is heard at this
    stage.
     e.g. a dialogue GUEST: (pointing to fish in the aquarium) What is it
    e.g. a dialogue
     GUEST: (pointing to fish in the aquarium) What is it? CHILD: It’s [fs]
    (fish ).
     GUEST: Oh, so it is [fs]. How beautiful [fs].
     CHILD: No. It is [fs], not [fs].
     GUEST: Is it not [fs]?
     CHILD: No.
     GUEST: No? It’s not [fs]. It is [f]. Child: (Happily) Yes. It is [fs].
    perception (V) & production (X) The child, though failing to pronounce
    the [] sound, can fully understand fish should be pronounced [f].
    STAGE OF TWO WORDS
    (24 months) after 24 months Children step to the stage
    of two words, using two words instead one for
    expression. e.g. Baby chair, Daddy car, Here doggie…
    referring to different meanings A phrase of two words
    can be referred to different meanings. e.g. Baby chair 
    This is the baby’s chair. Baby (I) want to sit on the
    chair. Baby (I) am now on the chair.
    TELEGRAPHIC STAGE
    The phrases are telegraphic without involving with
    morphological suffixes (e.g. -s, -ed, etc.) or syntactic
    derivations (e.g. nominative, objective, possessive
    inflections ). a telegraph (short & brief) be verbs (X)
    inflectional suffixes (X) morphological suffixes (X) e.g.
    Get there by 10. Wait reply.  I will get there by 10,
    and now I am waiting for your reply.
     e.g.The two-word phrases are straightforward, without having
    any suffixes.

    a. Daddy
     come(S+V)

    b. Mommy
     cry

    c. Eat
     Apple
     (V+O)

    d. Sit
     car
    STAGE OF THREE-WORD (X)
    THREE WORDS (X)
    There is no stage of three-word in the literature
    of LA. speak like adults do Soon after the stage of
    two words, children get to the world of infinity
    for they are able to speak like what adults do.
    more words (V) phonological changes (V)
    transformation in sentences (V)
    PHONOLOGICAL ACQUISITION
    after 50 tokens Children begin to build
    their own phonological knowledge after
    they are able to speak 50 tokens.
    phonological knowledge phonetic
    inventories phonemes syllable structure
    stress tonal rules
    bee [bi] & pea [pi] Children can distinguish voicing, e. g

     bee [bi] & pea [pi] Children can distinguish voicing, e.g. bee
    [bi] from pea [pi], at an early stage. perception (V)
    production (X)---[s] or [] Even if they fail to pronounce [s]
    or [], children try to show that they are different in their
    mind. mouth [maut] & mouths [maudit] vs. mouse [maut] &
    mice [maut] An experiment shows that children who
    pronounce mouth and mouse identically [maut] distinguish
    them in the use of plural forms, mouths being [maudit], but
    mice being [maut].
    communication > errors Some sounds are
    not correctly spoken
    communication > errors Some sounds are not
    correctly spoken. All the errors, if they should be
    termed ‘errors,’ are of patterns and they never
    stop children from communication. simplification
    strategies Children have got phonological
    knowledge at an early age though using
    simplification strategies.
    Children have got the ideas of a
    syllable, an onset &
    a vowel (the nucleus-cannot be eliminated)CV / CVC (C:
    consonant , V: vowel)Simple structure is preferred. aunt
    [/at]To get a CVC syllable structure, a glottal stop is
    usually inserted to the onset position of a syllable
    without onset. spoon [pun], sprite [rat]When they
    encounter with a complicated onset (CCV),one of the
    consonants in the onset position will be deleted.
    It occurs to children that stress plays an
    important role.
    banana & brownieIn the simplification of
    syllables with a stress,The stressed syllable
    remains intact. e.g. banana  nanabrownie
    [brawni]  [bawn] / [bawni]
    SYNTACTIC ACQUISITION
    the stage of one word The difference
    between statements and interrogative
    sentences is indicated by falling and rising
    intonation. the stage of two words The
    syntactic structure is full of diversities.
    SYNTACTIC STRUCTURE
    Samples
    agent + VJohn go.
    V + patientEat apple.
    C
    V + locativeSleep be
    possessor + possessedJohn bed
    determiner + noun
    This chair.
    all the samples (only two words) in syntactic structure & theta-role (quite
    different) inflectional or derivational suffixes (X)
    SEMANTIC ACQUISITION
    lexicon, social & cultural background, and
    cognition developments (close related) arbitrary
    Children acquire lexical semantics by viewing a
    concrete object or a picture. e.g. cats, birds &
    mouse cats, birds, and mouse are arbitrarily
    endowed with the reference to specific objects
    connotation social / cultural background
     meanings differ e. g
    connotation social / cultural background 
    meanings differ e.g. mice  cute & lovely (Disney
    publications / films) mice  dirty & devil (live in a
    far remote country) abstract Semantics is quite
    abstract for children. It takes time for children to
    adjust the abstract referential point in the
    beginning. e.g. space: this & that (the speaker’s
    ‘that’ vs. the listener’s ‘this’)

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