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Braine (1971)
Child: Want other one spoon, Daddy? Father: You mean, you want the other spoon. Child: Yes, I want other one spoon, please. Father: Can you say the other spoon? Child: Otheronespoon. Father: Say other. Child: Other. Father: spoon. Child: Spoon. Father: Other spoon Child: Otherspoon. Now give me other one spoon?

First Language Acquisition

Basic Requirements
During the first two or three years of development, a child requires interaction with other language-users. Language is acquired in a particular languageusing environment. The child must be physically capable of sending and receiving sound signals in a language.

All infants make cooing and babbling noises during their first years, but deaf infants stop after about six months. In order to speak a language, a child must be able to hear that language being used. But hearing is not enough. deaf parents case

Deaf Parents Case

A deaf couple were reported that they gave their normal-hearing son exposure to TV and radio programs. He did not acquire an ability to speak or understand English. What he learned effectively at the age of three was the use of American Sign Language he used it with his parents.

Caregiver speech
Someone who spends a lot of time interacting with a young child is called caregiver speech. Motherese or child-directed speech are the frequent use of questions, exaggerated intonation, extra loudness, and a slower tempo with longer pauses. Baby-talk is simple sounds and syllables Choo-choo, poo-poo, pee-pee

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Example of Bruner, 1983 MOTHER: Look! CHILD: (touches pictures) MOTHER: What are those? CHILD: (vocalizes and smiles) MOTHER: Yes, there are rabbits. CHILD: (vocalizes, smiles and look up at mother) MOTHER: (laughs) Yes, rabbit. CHILD: (vocalizes and smiles) MOTHER: Yes. (laughs)

Caregiver speech can be characterized by simple sentence structures and a lot of repetition. The simplified models by interacting adults serves as the basic structural organization.

Cooing and babbling

The earliest use of speech-like sounds has been described as cooing. The first few months of life, the child gradually becomes capable of producing sequences of vowel-like sounds, high vowels similar to [i] and [u]. By four months of age, the infant is capable of bringing the back of the tongue to create sounds similar to [k] and [g]. Cooing / gooing By five months, babies can already hear the difference between the vowels [i] and [a] and between syllables like [ba] and [ga].

Between six and eight months, the child is sitting up and producing a number of different vowels and consonants, as well as combinations such as ba-ba-ba and ga-ga-ga. This type of sound production is referred as babbling.

Around nine to ten months, nasal sounds are more common. ma-ma-ma da-da-da Intonation patterns to consonant and vowel combinations are being produced. ba-ba-dada

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During tenth and eleventh month, children begins to pull themselves into a standing position. They become capable of using vocalizations to express emotions and emphasis. More complex syllable combination (ma-da-gaba) and a lot of sound play and attempted imitations.

This pre-language use of sound provides the children with some experience of the social roles of speech because adults tend to react to the babbling. The childrens first contribution to social interaction.

Note that researchers are very careful to point out that there can be variation among children in terms of age at which particular features of linguistic development occur. By six months It is variable in individual children.