2489211
Description
Mind Map by megan langdon, updated more than 1 year ago
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Created by megan langdon
over 9 years ago
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Grammatical
Development 2
- Will consider
acquisition of
grammatical rules
in more depth
- Consider
inflections,
Qs,
negatives
- Consider
inflections,
Qs,
negatives
- Acquisition of
inflections
- Predictable
patterns
- Revealed by
research in
acquisition of
inflections
- Revealed by
research in
acquisition of
inflections
- Grammatical
function
words
- Predictable
patterns
- Brown
1973
- Study - 20 - 30
month olds
exhibited
sequence
- 1. Ing
- 2.
Plural -
s
- 3.
Possessive
- s
- 4.
'the',
'a'
- 5. Past
tense -
'ed'
- 6. Third
person
singular verb
ending - s
- 7.
Auxiliary
'be'
- 1. Ing
- Study - 20 - 30
month olds
exhibited
sequence
- Cruttenden
1979
- 1. Memorize
words
individually..
No regard for
rules
- 2. Awareness
of gen princ
govting
inflections
- 3. OVER -
GENERALIZATION
- 4. Correct
inflections used,
including irregular
forms
- 1. Memorize
words
individually..
No regard for
rules
- Understanding
of grammatical
rules
- Researchers
- How do children
produce
grammatically
accurate
constructions so
early in their
development?
- How do children
produce
grammatically
accurate
constructions so
early in their
development?
- Rules??
- Imitation??
- Researchers
- Berko
1958
- 'Wug'
- 'This is
a Wug'
- 'Now there is
another one,
there are 2 of
them'
- Complete the
sentence =
'There are two...'
- 4 Yrs =
'Wugs'
- Grammatical
rule for plural 's'
clearly being
applied
- 'Wug'
- Overgeneralisation
- 2 1/2 -
5 yrs
- Grammatical
errors - show
awareness of
rules
- Grammatical
errors - show
awareness of
rules
- They 'overgen /
overregularize',
trying to make lang
more consistent
than it is
- Sheeps
- Wented
- Mouses
- Sheeps
- 2 1/2 -
5 yrs
- Be
careful
- Although children apply
grammatical rules this
way, they are NOT
conscious they have
acquired them & wouldn't
be able to explain
- = NO
METALINGUISTIC
AWARENESS
- = NO
METALINGUISTIC
AWARENESS
- Although children apply
grammatical rules this
way, they are NOT
conscious they have
acquired them & wouldn't
be able to explain
- Qs
- Asking Qs
involves complex
constructions
- Research
- Suggests 3
stages involved
in acquiring this
skill
- 1. Two -
word
stage
- Qs rely on
rising
intonation
only
- Qs rely on
rising
intonation
only
- 2.
Second
yr
- Q words
acquired, first
'what' & 'where'.
then 'why', 'who'
& 'how'
- = 'Where
daddy
gone?'
- = 'Where
daddy
gone?'
- Q words
acquired, first
'what' & 'where'.
then 'why', 'who'
& 'how'
- 3.
Third
yr
- Begin to use
auxiliary verbs
& inversion
- Begin to use
auxiliary verbs
& inversion
- 1. Two -
word
stage
- Suggests 3
stages involved
in acquiring this
skill
- Therefore
- 'Joe is here'
becomes 'Is
Joe here?'
- 'Joe is here'
becomes 'Is
Joe here?'
- However
- Qs involving - wh
words not always
correctly inverted
'Why Joe isn't here?' -
virtuous error
- Qs involving - wh
words not always
correctly inverted
'Why Joe isn't here?' -
virtuous error
- Asking Qs
involves complex
constructions
- Negation
- NO
- Also appears that the
accurate expression of neg
(stereotypically
characterised by 'terrible
2s') occurs in 3 stages
- 1. Single dependence on
words 'no' & 'not' used
independently or in front
of expressions - 'no want'
& 'no go bed'
- 2.
Third
yr
- 'Don't' &
'can't'
appear.
- Begin to appear
after S & before V
- 'I don't want it' &
'Sammy can't
play'
- Begin to appear
after S & before V
- 'I don't want it' &
'Sammy can't
play'
- 'Don't' &
'can't'
appear.
- 3. More neg
forms acquired
'didn't' & 'isn't'.
- Neg
constructions
not gen more
accurate
- Neg
constructions
not gen more
accurate
- 1. Single dependence on
words 'no' & 'not' used
independently or in front
of expressions - 'no want'
& 'no go bed'
- NO
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