Linguistics project fixed 1

The acquisition Schedule, and The acquisition process Regarding the 1st language acquisition, there are 2 important hypotheses: the Innateness hypothesis and the critical age hypothesis

Xin chào, hello, konichiwa, salut, annyeonghaseyo, sawadeeka… -Trời đất ơi gì mà quá trời thứ tiếng vậy nè Cơ mà mỗi em bé sinh ra trong mỗi nước khác nhau thì

có cách học tiếng mẹ đẻ khác nhau hả ta??

- Do you know how many languages are there around the world?

- 100? 200?1000?

- Nope Actually, there are 2750 languages around the world and guess what babies acquire mother tongue in a same way

- Really?? In a same way?? How could it be?

Tada, if you have the same question, watch this video right away!

This video is about The 1st language acquisition

So now Lets have a look at our agenda, shall we?

- the Innateness hypothesis

the critical age hypothesis The acquisition Schedule,

and The acquisition process

Regarding the 1st language acquisition, there are 2 important hypotheses: the Innateness hypothesis and the critical age hypothesis

Firstly, lets have a look at the innateness hypothesis According to Noam Chomsky, children are born with the innate ability to acquire a language and the knowledge of fundamental principles of grammar ( chay chu innate hypothesis)

• Oh oh, but you need to know that it is not a fact and it is the strongest hypothesis in SLA Next is The critical age hypothesis: There is a critical age for language acquisition without special teaching or learning

But in order to have the language acquisition, a child must be able to hear that language samples or input (the language that being used) with “baby talk” or “caregiver speech”

So now we move to THE ACQUISITON SCHEDULE: There are 5 stages which are

1 Cooing

2 Babbling

3 The one-word stage

4 The two-word stage

5 Telegraphic Speech

Firstly,Cooing:

• Cooing is The earliest use of speech-like sounds

• In this stage, children produce sequences of vowel-like sounds, particular [i] and [u]

• They also create sounds similar to the velar consonants like [k]or [g]

*So, You can hear “the growl of a cute puppy” trying to convey a message

Next is Babbling: To reach this stage, children need to have an input which is already mentioned above

♦ Around 6-8 moths is when children can sit up and produce different vowels and consonants such as ba-ba-ba or ga-ga-ga

They are able to produce nasal sounds

And around 10-11 months, they become capable of using their vocalizations to express emotions and emphasis

Now we move to the One-word stage:

Between 12-18 months, single terms are uttered for everyday objects such as milk, cookie, cat,…

+ There is a phenomenon in this stage called Holophrastic: Children, in this stage, use one word to indicate a phrase or a sentence For example: milk to indicate ( Momy I want to drink milk)

Next is the two-word stage: this is the stage that they begin to have syntax

♣ This stage begins around 18-20 months

♣ By the time the child is 2 years old, a variety of combination like: mama dress, more milk, big boat….will usually have appeared

The last stage in The Acquisition Schedule is Telegraphic Speech

♥ Between 2 and 2 and a half years old, the child begins producing string of words (lexical morpheme) in phrases or sentences such as: cat drink milk, shoe all wet…

So now let’s have a look at THE ACQUISITION PROCESS

1 Do children learn through imitation? children do not simply learn what adults teach them

2 Do children learn through correction? there is no use for us trying to correct their mistakes because they form a sentence in their own way

There are 3 characteristics in The Acquisition Process which are Developing Morphology, Developing Syntax, Developing Semantic and remember that they are all go together

1st, we go to DEVELOPING MORPHOLOGY

Around 2 and 2,5 years old, children incorporate some inflectional and functional morphemes The

1st to appear is the -ing form in expression such as cat sitting or mommy reading book

However, children can overgeneralized the apparent rule like adding “s” to form foots instead of feet This is called overgeneralization

DEVELOPING SYNTAX: children are able to create their new sentences structure without imitation

Forming questions and Forming negative ( book)

There are 3 stages in forming questions and forming negative

Stage 1 occurs between18 and 26

Stage 2: 22-30

Stage 3: 24 -40

DEVELOPING SEMANTIC

During the holophrastic stage, many children use their limited vocabulary to refer to a large number

of unrelated objects

*Overextension: When a child overextends the meaning of a word on the basis of similarities of shape, sound and size,and, to lesser extent, movement and texture This is called overextension

* In term of Hyponym: children tend to pick up the level in a hyponymous shape

Ex: Animal-fish-shark

*And about Antonomy: children acquire antonomynous relation fairly late (usually after the stage of 5)

To sum up, children in different countries acquire their mother tongue at a same way

This is the end of our video Thanks for watching