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Storm  Mann  

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• Language Acquisition Booklet
Stages of acquisition:
- Holophrastic stage – Stage one of language acquisition
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E
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“Juice” = “I want juice”
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Around 18 months a child starts to take
expressions ready-made from language around them rather than inventing
own expressions as in the proto-language
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- Two-word stage – Child now uses two words put together according to rules
child has created alone to look for uniformity
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However, sentences are not formed according to subject and verb
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g
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The child tries to change tense occurring to own innate set of
rules looking for uniformity rather than imitating the speech of others
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- Adult grammar and syntax – Usually developed at 4- years
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Concrete words are acquired first because they have immediate
relevance to their lives, carry meaning and have acoustic salience
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At around
4-9 months a child begins to babble E
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“ba ba ba, di di di”
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Babbling is the precursor to
phonological development
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Specific sounds are used, without a
specific meaning known as ‘proto-words’ which leads to holophrastic utterances
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Pleasure sounds – Added at 2-4 months
Early sounds – Early consonant sounds children make usually universal; children
across the world make very similar sounds regardless of language
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Cooing- Open mouth vowel sounds: oo, aa, ee, uh, oh

Storm  Mann  
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Under-extension – Only one use for a word E
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‘off’ = removing clothing
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Whereas easy sounds or phonemes
to master are ‘b, m, n’ plosives (p,b) and nasals (m,n) aren’t usually acquired until the
age of three
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Looking for uniformity
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Deletion – Often occurs on the last consonant
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Tends to
occur on the final consonant of a word so it is common to hear the first sound
produced correctly with the last sound deleted
Substitution – One sound is swapped for another, easier sound e
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zebra = debra
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Switching sounds – Fricatives and stops are different manner of articulation
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These are harder for children to produce rather than stop sounds which is
when the air flow is completely stopped
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Assimilation – A process that illustrates how some sounds change because of other
sounds around them
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g
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Pretending ! tending
Theoretical Approaches
Bruner: Social Interaction – ‘LASS’ – language acquisition support system
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Example: gaining attention – babies attention drawn to a picture
Query – asking baby to identify picture
Label – telling baby what object is
Feedback – responding to babies utterance
Weaknesses:
- more of a general approach to learning rather than focus on infant learning
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Belief that children only learn language from someone who wants to communicate
with them criticised as feral children can communicate
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LAD encodes grammar into the brain
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We learn new vocabulary and them apply our LAD to form
sentences
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Weaknesses:
Although children cannot learn through imitation alone, this doesn’t prove existence
of LAD
Can only apply to acquisition of syntax and semantics, not pragmatics (social
meanings)
Ignores role of parents and caretaker language
Kuhl: Caretaker language – statistical properties of speech picked up through
exposure to ambient language
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Uses
proto-conversation between caretaker and infant words, gestures, sounds etc
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Will sometimes mimic swearing
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Girls deprived of childhood human interaction – could not acquire language
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nurture
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Receptive language before expressive language – child’s ability to understand
language develops faster than ability to speak
Believed that children learn words by associating sounds with different objects,
actions and events
Weaknesses:
Infinite number of sentences in a language
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Doesn’t explain the way children over-generalise rules e
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simple past tense of
irregular verbs
Piaget: Cognition theory –
Child needs to have idea of concept before they can talk about it e
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size,
comparisons
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Underestimated
child’s ability to learn language

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