oral language development
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Oral Language Development
Newborn – 2 Months
• Cry : Main form of communication• Sense and turn toward human faces
– What about a blind infant?• Know and prefer their mother’s voice • React to their mother’s smell• Respond to vocal prompts (Video 2)
Bardies, 1999
• Turns head when hearing a voice• Participate in turn taking, echoing,
and fleeting• Coos single syllable (Video 4)
Bardies, 1999; Hermosa, 2002
3 Months
• Babble strings of consonants (Video 8)• Produce first laughter and cry (Video 7)• Produce sound for showing emotion and
demand
Bardies, 1999; Hermosa, 2002
4 Months
• Vocalize vowel sounds to toys and to image in mirror
• Experiment with sounds (Video 9 and 10)• Imitate some sounds• Respond to names
5 Months
Bardies, 1999; Hermosa, 2002
Babies’ SmilesEffect on Others:
–Calm others–Establish affect
Kinds of Smile1. Sleeping Smile
Medieval Legend Legend of Cypselus
2. True Smile
Bardies, 1999
• Vocalize to show pleasure and displeasure (Video 11-14)
• Interrupt their vocalization at will• Voice is higher when they are with
their mother than with father
Bardies, 1999; Hermosa, 2002
6 Months
• Play vocally (Video 15)• Listen to vocalization of others• Imitate cough, hiss, and tongue
click
Bardies, 1999; Hermosa, 2002
7-9 Months
Babbling
• Shows that all languages are syllabic• Groups syllables and repeats sequences• Becomes clear and well articulated
–Consonant-Vowel–CVC–VCV–CVCV
Bardies, 1999
Stand about Babbling
Jakobson (1972/1941) on BabblingBabbling is only an exercise that produces
series of sounds. It has a period of silence which is not linguistic.Lenneberg (1964) and Chomsky (1959)
Babbling is a stage of maturation. Its forms are universal.
Bardies, 1999
Biochemical Approach to Babbling
• A baby has a small chance to escape babbling.
• Individual differences and biological mechanicals create the babbling differences.
Bardies, 1999
Babbling and Sign Language
Age in Months
Description
5-6 Vocalizes like a hearing baby7 Do not babble8 Babbles manually
12 Babbles “ba”
Bardies, 1999
• Obey some command• Practice gesture of pointing
–Begin to point toward a distant object• Demand• Call attention • Ask names of objects
Bardies, 1999; Hermosa, 2002
10-11 Months
• Recognize own name• Follow simple motor instruction with visual cue• React to “no” intonation• Practice word vocalization• Interpret and take into account the adult’s
reactions to guide their exploration of the world
Hermosa, 2002
1 Year
Expression of Emotion
• Express physiological states and emotions–Crying (Hunger, Distress, Uneasiness)–Facial expressions–Arm waving–Foot stamping–Staring
Bardies, 1999
Expression of Emotion
Age in Months
Reaction to Emotion
4 Change of expression on portraits5 Face and voice6 Voice7 Slight facial expression 8-9 Sometimes misinterpret angry facial
expressions as jokes
Motherese
• AKA fatherese, maidese, care giver talk• Does this consciously or unconsciously• Shows willingness to adapt to the capacities of
the baby Purpose:• Gets baby’s attention• Heightens baby’s interest
Bardies, 1999
Characteristics of Motherese
1. Clear and slow articulation2. Emphasis on word or message3. Long, soft, melodic forms4. Frequency of repetition5. Rhythm of body movement6. Exaggerated facial expression
Bardies, 1999
Culture and Motherese
Culture PracticeAmerican Indians in Guatemala
• Monotone• Repeat after me Technique
Soloman Islands • Indirect infant speech
Bardies, 1999
Culture and Motherese
• Kaluli in New Guinea – Adults speak seldom to infants and rarely look at them directly. – Receive certain instructions– Prevent from touching an object– Correct errors of pronunciation– Do not show objects and teach names– Repeat words and sentences
Bardies, 1999
Motherese and Language Dev’t
• There is no correlation between the child-directed speech of the mother and the linguistic development of the child.
• Parents do not teach. They furnish language models.
Bardies, 1999
Components of Language
For Sale: An antique desk suitable for lady with thick legs
and big drawers.
(Fromkin, Rodman, & Hyams, 2003)
Forms1. Phonological2. Morphological3. Syntactic
Semantics
Study of Richard Aslin (1993)• Present words in sentences in teaching
How to Teach Children to Understand?1. Repeat sentences2. Simplify previous utterance3. Reformulate their utterance4. Clarify and comment on remarks
Bardies, 1999
Syntax and Pragmatics
• Imperative and Interrogative sentences are numerous on the speech of parents
Study in the Luo Society: Case of a Father:Son – 3% imperativeDaughter – 43% imperative
Bardies, 1999
Elissa Newport (1976)Sentence
TypeChildren Adult
Declarative 30% 87%Interrogative 44% 9%Imperative 18% 2%Total 92% 98%
Bardies, 1999
Language ProgressAge in Mos.
Phonology Semantics Syntax Pragmatics
15 Common Everyday
Object
4-6 • 2-word utterance
• Sing/Hum• Q/A• Use of “I” and
“Mine”• Rhyming
Games
18 2021
Language ProgressAge in Years
Phonology Semantics Syntax Pragmatics
2 Parts of Speech
200-400 • Short, incomplete sentences
• Short dialogue
3 900-1000 • 3-4 sentences• Follow 2-step
command• Talk about
present
Language ProgressAge in Years
Phonology Semantics Syntax Pragmatics
4 1500-1600 • Ask.• Narrate.
5 90% Grammar
Acquisition
2100-2200 • Discuss feeling • Follow 3-step
command• Use request• Produce short
passive
Language ProgressAge in Years
Phonology Semantics Syntax Pragmatics
6 26000 words
• Complex sentences
• Keep conversation7 • Reason
• Direction8 Produce all
sounds• All passives• Consider
intention.• Start to brag.
Theories of Language
Acquisition
Behaviorist
• B.F. Skinner• Language learning through environmental
conditioning and imitation of adult modelsStudy of Darwin, 1872
Darwin’s son at 6 months assumed a melancholy expression, with the corners of the mouth turned down, when he saw his nurse pretend to cry.
Bardies, 1999; Hermosa, 2002
Nativist
• Noam Chomsky• Language is native and innate. • Language is creative.
Interactionist• Combines
behaviorist and nativist
• Language is a product of genetic and environmental factors.
7 Functions of Language
1. Instrumental
• Baby cries. Mother gives milk. Baby stops crying.
2. Interactional
• New child in the neighborhood celebrates party and invites the kids in the community.
3. Personal
• A student writes a diary entry before sleep.
4. Heuristic
• A child points to an animal in the zoo and asks his mother “What is that?”
5. Imaginative
• Girls play with each other. They pretend to be princesses who are about to attend a ball.
6. Informative
• A student goes home and recounts school experiences to his parents.
7. Regulatory
• In the classroom, the sergeant at arms stands and writes the names of the noisy students on the board. Suddenly, the class becomes silent.
Implications
• Children need to grow up in a linguistic environment with a very rich input.
• Do not judge late-developing children. • Give importance to eye contact and turn
taking in the classroom. • Provide “Teacherese”.
Bardies, 1999
References
Bardies, B. d. (1999). How language comes to children: from birth to two years (pp. 38-93). Cambridge, Mass.: MIT Press.
Fromkin, V., Rodman, R., & Hyams, N. M. (2003). An introduction to language (7th ed.). Boston: Thomson, Heinle.
Hermosa, N. (2002). The Psychology of Reading (249-254). Philippines: UP Open University.
The Baby Human from the Discovery Channel
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