Grammatical Development 2

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

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Grammatical Development 2

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