Child language acquisition

THE LEARNING TO READ STAGES

BRUNER'S LASS THOERY

HARRIS AND COLTHEART'S THEORY

A FRAME WORK FOR ANALYSING
CHILDREN'S READING

CHOMSKY

NATIVIST/INNATENESS THEORY

Believes that children
are born with an innate
capacity for language
development

Chomksy theorised that
children automatically begin
to recieve and make sense
of utterances.

LAD- Lianguage acquisition device

SKINNER

BEHAVIOURIST THEORY

Children learn to speak by
imitating the language/structures
that they hear.

Skinner also
theorised that
parents automatically
reinforce and correct
their childs language
in order to teach them
the correct way to speak.

POSITIVE/ NEGATIVE
REINFORCEMENT

BRUNER

INTERACTIVE THEORY

Bruner theorised that adults
simplify their utterances when
speaking to children.

Adults alter the
way they talk to
children giving
them oppertunities
to take part in the
conversation.

THEY ENCOURAGE THE CHOLDREN
TO SPEAK MORE, SO THAT THEY CAN
LEARN THE CORRECT WAY TO SPEAK.

Interrogatives are used
to invite the child to
participate

Altering the way
we talk to children
is called:
-Motherese speech
OR
-Caretaker speech

PIAGET

COGNITIVE THEORY

Suggests that children
can only use certain
linguistic structures when
they understand the
CONCEPT.

E.G. tense and size.

A CHILD CAN'T USE THE
CORRECT TENSE UNTIL
THEY UNDERSTAND THE
CONCEPT OF TIME.

This theory links
language acquisition
directly to INTELLECTUAL
DEVELOPMENT.

GENDER THEORISTS

ROBIN LAKOFF

DALE SPENDER

DEBORAH TANNEN

ZIMMERMAN AND WEST

HALLIDAYS THEORY

BABBLING STAGE

For the first year and a half of a child’s life their only form of communication is through sounds. Although these sounds may all seem very similar they can actually be categorised into five groups: biological noises (0-2 months) these are the first sounds a baby will make; cooing and laughing (2-5 months) from uncontrolled noises a baby then develops some control over their voice and uses it to express emotions and get attention; vocal play (5-8 months) as control over their vocals increase the child starts to become more playful and adventurous with the variety of sounds they make; babbling (6-12 months) although these sounds may seem unimportant the child is in fact learning themselves to pronounce vowels and the simplest consonants; and finally melodic utterances (9-18 months).

HOLOPHRASTIC STAGE

Common errors made by children

UNDEREXTENSION: A child may know
the word for an object but they only
apply it to a single one e.g. ‘I have
shoes on my feet, what’s on your feet daddy?’

MISMATCH: This is where a child will make a statement about one object in relation to another, for example a mum points to a horse in a stable and says ‘that’s a horse’ but when the child looks over the horse has moved, so the child now associates the word horse with a stable.

OVEREXTENSION: Sometimes a child
will use the same word for a group of
similar objects e.g. a banana, pear
and orange are all called ‘apples’.

HYPONYMY: This is where a child
develops a special word within a
group and then uses it to describe
that group in general e.g. ‘skirt’ is
used to describe all clothing.

TWO WORD STAGE

TELEGRAPHIC STAGE

POST TELEGRAPHIC STAGE

CDS- CHILD DIRECTED SPEECH

TRENDS IN PHONOLOGICAL DEVELOPMENT

BERKO AND BROWN'S THEORY

QUESTIONS AND NEGATIVES

RODGER BROWN

KROLL'S THEORY

GENTRY

ROTHERY'S STAGES

BARCLAY'S STAGES

SPELLING