سناء احمد
05-10-2010, 09:57 PM
language Acquisition Process
1-Phonology:
A child's error in pronunciation is not random, but rule-governed. Typical phonological rules include:
consonant cluster simplification
(spoon becomes poon),
devoicing of final consonants
(dog becomes dok),
voicing of initial consonants (truck becomes druck), and
consonant harmony (doggy becomes goggy, or big becomes gig.)
2-Morphology:
An overgeneralization of constructed rules is shown when children treat irregular verbs and nouns as regular. Instead of went as the past tense of go, children use goed because the regular verbs add an -ed ending to form the past tense. Similarly, children use gooses as the plural of goose instead of geese, because regular nouns add an -s in the plural
1. Single words and holophrases.Children may use a word to indicate things or persons, e.g., "boo" (=book), or "mama". Also, a single word is employed to refer to entire contexts. At this stage, "shoe" could mean "Mama has a nice shoe", "Give me my shoe" or even "I want to wear my new red shoes when we go for a walk"!
2. The next stage is the usage of two word phrases.
This stage is also called telegraphic speech. It begins around the second birthday, maybe sooner or later, depending on the child. Examples are
"Dada gone", "cut it", "in car", "here pear". At this stage, children design so-called
pivot grammars.
This means that the child has a preference for certain words as the pivotal (axis) words, implementing a variety of other words at different points in time to create phrases:
1-Phonology:
A child's error in pronunciation is not random, but rule-governed. Typical phonological rules include:
consonant cluster simplification
(spoon becomes poon),
devoicing of final consonants
(dog becomes dok),
voicing of initial consonants (truck becomes druck), and
consonant harmony (doggy becomes goggy, or big becomes gig.)
2-Morphology:
An overgeneralization of constructed rules is shown when children treat irregular verbs and nouns as regular. Instead of went as the past tense of go, children use goed because the regular verbs add an -ed ending to form the past tense. Similarly, children use gooses as the plural of goose instead of geese, because regular nouns add an -s in the plural
1. Single words and holophrases.Children may use a word to indicate things or persons, e.g., "boo" (=book), or "mama". Also, a single word is employed to refer to entire contexts. At this stage, "shoe" could mean "Mama has a nice shoe", "Give me my shoe" or even "I want to wear my new red shoes when we go for a walk"!
2. The next stage is the usage of two word phrases.
This stage is also called telegraphic speech. It begins around the second birthday, maybe sooner or later, depending on the child. Examples are
"Dada gone", "cut it", "in car", "here pear". At this stage, children design so-called
pivot grammars.
This means that the child has a preference for certain words as the pivotal (axis) words, implementing a variety of other words at different points in time to create phrases: