Child Language Acquisition Essay Example for Free

Child Language Acquisition Es swearLinguistically, both of these infants are at variant corresponds of their spoken communication development. The lexical choices made by each child tin show what s tattere they are at in developing their style and applying it to situations and confabulations. Sophies expenditure of the word Bissie, meaning biscuit shows that she hasnt quite been fit to pronounce the sound therefore makes an alternative word up that sounds similar, that is understandable by the childs carer/parent, but is easier to say than biscuit. Other lexical choices Sophie uses, tend to be commanding words, such as me want No. As the child is young, she realises to get what she wants she has to ask for it and by using the commanding words, she is airing the fact that she wants something to her parent/carer. concord to Hallidays functions, this dustup is regulatory, as well as being instrumental. She is controlling the behaviour of others (telling Fran that she do esnt want to tidy the dolls house) and she is obtaining fabric needs (wanting a biscuit).Katharine has grasped the concept of pronouns. She uses the personal pronoun I to refer to herself Now Ill do Jason, and she can even use we as the collective term for her and her mamma together We do Jason again shall we? Sophies convicts get basic structure to them, as she voices what she needs to say, in the simplest way to say it. They are quite short, and to the point. Her language acquisition is at the stage where she knows how to communicate, speak and use words in a simple sentence to voice what she wants.Mary come me, meaning Can Mary come and play with me, is a truly simple form of the sentence, but still communicates to her mum what she wants to do. She uses me instead of I to refer to herself. This confusion of pronoun exercising is common among young children. Some of the words she uses, she omits the prefixes of the sounds, such as nother instead of another. This makes it eas ier to say, and shortens what she says. Katharine on the other hand, who is gnarly in an activity, is communicating with her mum using much structured sentences.Her mum is constantly questioning what she is doing (Skinners opening of reinforcement and imitation (response)) Wheres his body? then Katharine replies Deres his legs, touching his mouf. The pronunciation of the words isnt as important as the fact that she is constructing sentences and answering questions herself. A word such as there has a consonant wad at the beginning which is hard to say for young children, therefore they change the pronunciation, so it still sounds analogous there but is easier to pronounce.She understood the question her mum was asking, and actually understood it was a question, maybe because of the pitch contour her mum wouldve had in her voice. This shows that she is capable enough with language to turn take, in a small conversation with her mum, talking about a subject/activity. This shows t hat her language acquisition is slightly more travel than Sophies, as Sophie doesnt turn take, she doesnt answer questions either, she asks them and is at the stage of using why as a questioning word.Sophies conversation with her mum doesnt flow like Katharines, it is full of statements and commands rather than a question answer structure. Turn winning is apparent in both these conversations as the parents are initiating the conversation and get the children to talk, causing no interruptions. Sophies vocalisation lengths are longer than Katharines on average, but the fact that Katharine is involved in an activity has an affect on her utterances, due to concentration. Comparing the utterance lengths, Katharines are more advanced with the syntax structure, as her sentences make more grammatical sense than Sophies.This doesnt make Sophie incorrect in her structure, she is that at a different stage of language acquisition than Katharine, and she is in the middle of developing her sentences. Age isnt a factor in language development, as every child is different. Katharines mother uses tag questions, such as isnt it? This encourages Katharine to answer her mum. Katharine does also use tag questions herself, to get a response from her mum, shall we. She has probably learnt how to use tag questions from listening to the way her mum speaks.This is quite advanced for a child as it shows they use a different way of getting a response, rather than just saying why or using commands. She also uses encouraging sounds, which is stake channel behaviour uhuh and mmhu, to show she is listening and taking in what Katharine is saying. Sophies carer/parent however doesnt use tag questions and neither does Sophie. The conversation between the child and parent/carer is very simple and uses statements rather than questions, encouraging Sophie to talk.It is just a short conversation, with Sophie controlling it, rather then the parent/carer trying to encourage her to talk and sa y things. Of course, the pragmatics behind the conversations are for the parents/carers to get the children to speak and further their knowledge and understanding of the language. It is merely to get them to charge speaking, so they acquire language. There is a large difference between the two conversations, as they are in different environments (the contexts are different), with the children taking part in different situations.This is a factor which affects their language use and the way they use it in the context. After considering all of the factors to do with both conversations, I energize come to the conclusion that Katharine is more linguistically developed and seems to be at a more advanced stage of language acquisition than Sophie. Katharine has a wider knowledge of the language and applies it to a conversation better than Sophie, as her sentences are constructed better and flow well.