English Language development – “Danny and his mum”

The extracts in which I have analysed be chats in the midst of a young barbarian, Danny and his mother. The three s trackes ar approximately 3 months apart from each other. St season A at 21 months, St mount up B at 24 months, and St term C at 27 months.All chelaren argon unique in their linguistic process development and theyre difficult to study. Their c at a timentration span ordinarily affects how they can be studied, often the child will wander off or just exclusively be uncooperative in any way possible.Children are usually very inconsistent and sometimes it is difficult to determine whether the child is actually learning lecture or whether imitative behaviour is performing a role. E.g. Hello Hello.Everybody has a curb vocabulary, this is especially obvious in young children often the turn out of a child putting a sentence together is ambiguous. E.g. I doing like this all daytime dep land uping on the context and the tone of voice this sentence could mean He likes d oing something all day (with nonsensical al-Quran exhibition) Or hes behaving like this all the time (where the problem may be a limited vocabulary)Finally, there is a time lag between sympathiseing language and production of language, especially where children are concerned they can always take in to a greater extent than they can produce in their take language.Concerning language theories it is difficult to determine at what age a child should be able to a specific skill, however below is a guideline of which acqui mouldion skills are usually achieved and at what age.6-8 weeks cooing (repeating vowel sounds)6-7 months babbling (consonants and intonation) Reduplicated babbling (babababa)10 months gestures, pointing11-12 months variegated babbling (bigodabu)12 months one-word utterances ball, water, up18 months Telegraphic address Two-word utterances in their simplest form (baby cry, push truck)2 3 years Morphology engross of function words, prefixes, suffixes (ing endings prepositions, plural) Over-regularisations, Syntax Sentences gradually be go in lasting, more complex Daddy ball Daddy despatch ball Will you throw the ball, Daddy?Below are some theories of Language DevelopmentNativistic-There is an infixed language acquisition devise (LAD) that transforms the surface structure of language into an internal deep structure that the child readily learns.Cognitive-Developmental- Cognitive and language development progress together. Children are analysing content prior to extracting grammatical structures.environmental Learning The environment provides children with requisite learning experiences to acquire language. Parents facilitate language acquisition by providing a language acquisition support system (LASS).The preverbal period Speech Perception Babies are born with monotone perception of many speech contrasts, including many that do not occur in their own language. characterization to specific contrasts of their own language facilitates discrimination ability, such that older children and adults can no longer taste many speech contrasts that young infants can discriminate. Babies prefer speech sounds to other sounds, particularly the rising and falling intonations many adults practice session when speaking to young children (i.e. motherese). The preverbal period Early Sounds and Gestures. The first sounds are cries and cacophonous physiological noises. Cooing appears at about 2 months, while reduplicated babbling begins at 6 months. Near the end of the first year, babbling becomes more speech-like in sound and intonation. Gestures serve many pragmatic functions for infants, initially fetching the form of requests (e.g., gesture to be picked up) and denotive communication (pointing), and later functioning as symbols to label objects, events, and attributes.At approximately 12-months children utter what is recognised by most parents to be their first words. While the first word utterance may appear sudden an d dis nonstop, it is in fact part of a gradual and continuous process. At approximately 18-months, childrens vocabularies increase rapidly, with nouns comprising the majority of childrens first words. This has been called the naming explosion. There are large psyche differences in the proportion of nouns children use. Some children use a high proportion of nouns in what is termed a referential style. Others use more of a mix of phrases, including frozen phrases such as Whats that? and Lemmee see, that characterise what has been termed an expressive style. This latter(prenominal) style emphasises pragmatic functions of language rather than labelling. Some research suggests that girls are more likely to use a referential style and some researchers believe that this may be related to differences in nurture environments for boys and girls. Doll play may involve more labelling than truck play.The nature of childrens early words Overextensions- calling the cat a doggie Underextension s less common than overextensions, calling a pigeon robin a lady but not calling a robin a bird.Coining children create radical words that are not part of adult language First Word Combinations occur as children begin to border on 24-months of age. There is tremendous cross-language commonality in the occurrence of two-word combinations and other aspects of language unfolding.In the case of Danny at 2 years (24 months) he shows inconsistency in coherence and grammar. Danny is at the two-word stage more statue however he does not fully understand the use of plurals and verbs and therefore cannot produce a rig sentence. He finds it difficult to produce a long sentence repayable to lack of conjunctions and therefore he uses fillers and stutters to appreciation his turns going. His pronunciation is not good he is not fluent and stutters in some parts of the conference the big long lo long long train which may be down to his limited lexis. however towards the end of the conver sation his pronunciation develops fast car vintage as a direct have got of new lexis being learnt. His word order is incorrect in most sentences however, this does im show up towards the end of the conversation which could be due to imitative behaviour splash piggy or that Danny has actually undersas welld the language Becca draw on there his word order improves but areas of speech such as tenses prove difficult for Danny.At this stage Dannys milliamperes input is sometimes quite confusing and seems to leave Danny more unordered than anything Whats he lifting up? Whats the crane lifting up? this could be because she is trying to find the correct level to come into the conversation at, however Danny is left simply confused. On many occasions her sentences are far too complex for Danny or even a more advanced 2-year-old What do you think its doing if its got b kickes on the car? What do you think hes putting the water on the road for? His mother uses prompt isnt it? she attempts to involve Danny in the conversation whenever possible she also repetition and imitation to back up what he says whether it be correct or nearly fast car vintage. this is a successful technique because instead of trying to rush his development by correcting every clear error she sense of smells for sentences where a part of speech is correct. E.g. word order may be correct but he fails to use tenses, instead of confusing Danny completely she picks up on the good parts of his speech. For the first time Danny uses endings ing and s and produces his first perfect sentence look theres one although it is basic statement it shows Danny is improving every day. He uses a double negative no not sitting because he is yet to develop the skill of disagreement. Danny even corrects his mother Daddy sit there this shows a growing confidence in the youngster and growing ability.Towards the end of the conversation he becomes more coherent, his grammar improves, his vocabulary becomes wider and he begins to develop the skill of turntaking.At 27 months Danny produces longer turns I dont indispensableness to go to Watchett he is more coherent and his understanding develops immensely. As regards imitation, Danny leads the conversation, which shows how he has developed in a mere three months. In parts he uses telegraphic language I got a program library book However, he uses self correction to again show how his understanding has developed Iwe dont wish go and see them. Another development from 24 months is the use of conjunctions no I dont requirement I want to go when I get bigger want to go on my own a a Watchett. This example is a long turn for Danny with fairly complex features, he incorporates a new learnt ending er which he uses correctly and doesnt mix it up.Adults tend to use we instead of I It is unornamented with Danny that children do pick up on this. Were going to be good today arent we? The child doesnt understand why the we is used and simply imitates it becau se it is believed to be correct. Danny uses three verbs in one sentence I dont want to go to Watchett which is an incredible achievement from three months previous. Danny begins to incorporate his own vocabulary into the conversation television he sets the agenda in the conversation, his mother however, still takes the lead but not as directly. Danny uses past and future(a) when get bigger tenses towards the end of the conversation however cannot quite master perfect tense although they are not completely grammatically correct it is evident that Danny really is learning competently and steadily.His mother uses tag questions to prompt Danny called Harry isnt he? this is effective to a certain degree as Danny replies Harry whether this is due to knowledge or simply imitation is not evident. She tries to help Danny to develop his labelling skills that dog however, this technique isnt as successful as others are possibly because Danny is too young or maybe he simply doesnt understand w hat his mother is trying to do. She seems to make more sense to Danny in this particular conversation, and is no longer needed to over power Danny as leader of the conversation they are more equal, which brings out the outmatch in Danny it is almost as though they are socialising and taking part in a proper conversation instead of Dannys mum trying to get the best out of Danny by forever and a day prompting and correcting her son.To conclude, the major developments made have been the endings learnt, the expansion on vocabulary without imitation, the use of tenses, longer more correct turns and understanding. Dannys progress is evident in most aspects of speech. Compared to the guidelines of how a childs speech should have improved with age Danny is slightly behind, this isnt because he is less intelligent or has a problem it is simply because no child is average, no one has the same learning speed because this is part of being an individual.Dannys mum became less in charge as Dann y got older, she was no longer needed to lead the conversation and therefore both Danny and his mum were on more of an equal status, she no longer needed to correct Danny because towards the end he began to understand her. The turns of both Danny and his mum became longer as he aged this shows the major development in Dannys language acquisition that he is no longer dependent on his mother and has his own be it small vocabulary.Danny is still to learn a more vast vocabulary but this will come with age and experience, he is yet to perfect his use of tenses and sometimes telegraphic language plays a part in his turns. The majority of his language is good but not perfect, but even teenagers have difficulty in this area nobodys language is ever perfect. He has to improve fluency but this will come once he has a wider vocabulary.Overall Danny has progressed competently in all areas of speech, he is not ahead for his age but as explained we are all individuals and do not follow a trend by any means.