Here are a few extra notes when talking about CLA. It's good to just remins yourself of these points when writing an exam answer:
Over-extension - Children over-extend word
meanings. This means that they will extend the meaning of one category of item
more broadly than it should be. An example of this might be calling all round
fruits ‘apples' when they are perhaps oranges, kiwis or cherries.
 |
Under-extension
- Children
under-extend word meanings. This means that they will not accept that there are
more examples of a category of item than the particular one that is familiar to
them. So, for example, ‘dog' is used for the family pet but does not apply to
any other dog, thus narrowing the word's meaning.
Noun Plurals - It is generally accepted that children acquire language
through an in-built ability to recognise the patterns that exist. However,
these patterns are not always straightforward and there are exceptions, so
children inevitably make mistakes.
Verb
Tenses - Young children's speech will reflect some application of
regular patterns, for example, adding ‘ed' to form past tenses. However, as
yet, irregularities will not form part of their understanding, so birds
‘singed' and children ‘runned' are completely understandable, if not completely
accurate sentences.
Think about which stages or theories (AO2) you could link them to!
Stages:
- Crying: a child's only form of communication in the early weeks of life.
- Cooing: through which a child gains control of their vocal cords.
- Babbling: where reduplicated monosyllables (mama dada) often sound like a child is calling a parent.
- One-word stage: first words usually reflect a child's environment and they are often holophrastic in meaning.
- Two-word stage: demonstrates a child's first sentences and contains a primitive grammar.
- Telegraphic stage: sees utterances made up of words that tell us the main message but leave small unimportant bits out.
No comments:
Post a Comment