English Language development – “Danny and his mum”

The extracts in which I nurture analysed argon colloquys between a young child, Danny and his mother. The ternion stages are approximately 3 months a single out from each other. phase A at 21 months, Stage B at 24 months, and Stage C at 27 months.All children are unique in their language bourgeonment and theyre ambitious to study. Their concentration span usu each(prenominal)y affects how they b flush off be studied, often the child will wander off or just simply be uncooperative in any charge possible.Children are usually very inconsistent and sometimes it is difficult to chink whether the child is actually learning language or whether imitative demeanor is playing a role. E.g. Hello Hello.Everybody has a limited vocabulary, this is especially lucid in young children often the evidence of a child putting a sentence to buy offher is am large-moutheduous. E.g. I doing like this all sidereal day dep blocking on the context and the tone of voice this sentence could mean He likes doing something all day (with incorrect word order) Or hes behaving like this all the time (where the problem may be a limited vocabulary)Finally, in that respect is a time lag between experienceing language and outturn of language, especially where children are concerned they can always take in to a greater extent(prenominal) than they can produce in their suffer language.Concerning language theories it is difficult to determine at what age a child should be competent to a specific skill, however below is a guideline of which eruditeness 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 lump, water, up18 months Telegraphic savoir-faire Two-word utterances in their simplest form (baby cry, push truck)2 3 years Morphology Use of function words, prefixes, suffixes (ing endings prepositions, plural) Over-regularisations, Syntax Sentences gradually constrain longer, more than complex dada ball Daddy throw ball Will you throw the ball, Daddy?Below are some theories of voice communication DevelopmentNativistic-There is an inborn language acquisition devise (LAD) that transforms the surface mental synthesis of language into an internal deep structure that the child readily understands.cognitive-Developmental- Cognitive and language development progress together. Children are analysing content prior to extracting well-formed structures.Environmental Learning The environment provides children with requisite learning experiences to acquire language. Parents drive on language acquisition by providing a language acquisition pay system (LASS).The preverbal period Speech Perception Babies are born with plane perception of many saving contrasts, including many that do non come in in their own language. Exposure to specific contras ts of their own language facilitates dissimilarity ability, such that older children and adults can no longer hear many speech contrasts that young infants can discriminate. Babies prefer speech sounds to other sounds, specially the rising and falling intonations many adults accustom when speaking to young children (i.e. baby talk). The preverbal period Early Sounds and Gestures. The kickoff sounds are cries and guttural physiological noises. Cooing appears at about 2 months, while reduplicated babbling begins at 6 months. come along the end of the first year, babbling becomes more speech-like in sound and intonation. Gestures wait on many pragmatic functions for infants, initially taking the form of requests (e.g., gesture to be picked up) and referential communication (pointing), and later functioning as symbols to label objects, events, and attri exceptes.At approximately 12-months children utter what is recognised by most parents to be their first words. While the first word utterance may appear abrupt and discontinuous, it is in fact part of a gradual and continuous process. At approximately 18-months, childrens vocabularies increase rapidly, with nouns comprising the bulk of childrens first words. This has been called the naming explosion. There are large individual differences in the proportion of nouns children use. Some children use a high proportion of nouns in what is termed a referential title. 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 communicative style. This latter style emphasises pragmatic functions of language rather than labelling. Some look suggests that girls are more likely to use a referential style and some researchers believe that this may be related to differences in breeding environments for boys and girls. Doll play may admit more labelling than truck play.The temper of childrens early words Overextensions- calling the c at a doggie Underextensions little common than overextensions, calling a pigeon robin a bird further not calling a robin a bird.Coining children create parvenu words that are not part of adult language stolon Word Combinations occur as children begin to approach 24-months of age. There is awesome cross-language commonality in the occurrence of two-word combinations and other aspects of language unfolding.In the instance of Danny at 2 years (24 months) he shows inconsistency in glueyness and grammar. Danny is at the two-word stage more statue however he does not in full understand the use of plurals and verbs and at that placefore cannot produce a correct sentence. He finds it difficult to produce a long sentence cod to extremity of conjunctions and therefore he uses fillers and stutters to keep his turns going. His pronunciation is not grave he is not fluent and stutters in some separate of the parley the big long lo long long train which may be mess to his limite d lexis. However towards the end of the conversation his pronunciation develops devalued machine vintage as a direct cause of new lexis being learnt. His word order is incorrect in most sentences however, this does im grow towards the end of the conversation which could be due to imitative behaviour splash neandertal or that Danny has actually understood the language Becca draw on there his word order modifys further areas of speech such as tense ups prove difficult for Danny.At this stage Dannys dumbs input is sometimes quite enigmatical and seems to leave Danny more confused 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 take its doing if its got brushes on the car? What do you think hes putting the water on the roa d for? His mother uses prompt isnt it? she attempts to involve Danny in the conversation whenever possible she also repetition and imitation to impale 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 each itsy-bitsy error she looks 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 complete(a) sentence look theres one although it is basic statement it shows Danny is improving every day. He uses a double negative no not seated 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 squirt and growing ability.Towards the end of the conversation he becomes more coherent, his gr ammar improves, his vocabulary becomes wider and he begins to develop the skill of turntaking.At 27 months Danny produces longer turns I dont want to go to Watchett he is more coherent and his understanding develops immensely. As regards imitation, Danny whizs the conversation, which shows how he has unquestionable in a mere three months. In parts he uses telegraphic language I got a library record book However, he uses self correction to again show how his understanding has developed Iwe dont want go and see them. Another development from 24 months is the use of conjunctions no I dont want 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 slightly 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 unmixed 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 because 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 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 truly 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 maybe because Danny is too young or maybe he simply doesnt understand what his mother is trying to do. She seems to make more sense to Danny in this peculiar(a) conversation, and is no longer require to over power Danny as leader of the conversation they are more equal, which brings out the best in Danny it is about 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 constantly prompting and correcting her son.To conclude, the major developments make 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 prehensile 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 les s in charge as Danny 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 time-honored 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 forrad for his age but as explained we are all individual s and do not follow a trend by any means.