REQUIREMENTS:

•A child must interact with other language users.

•A child must have the physical ability to send and receive information.
•P149
1. Conversation structure even before the child can
participate in the conversation.
2. Frequent use of questions.
3. Exaggerated intonation/ loudness/ slow speed.
4. Simplified words (tummy, nana)
5. Alternative words to name things with repeated
sounds (poo-poo, choo-choo)
6. Simple sentence structure.
7. The speech becomes more complicated as the
child grows up.
 Cooing 0- 6 months  Babbling (6 – 12)
 Producing simple vowels [i]  6-8 months: vowels
[u] and consonants (ba ba)
 4 months: consonants [k]  9-10 months: variation
[g] in combinations (ba da)
 (mama baba)
 11-12 months: more
complex syllables (ma
ba da)
 ONE WORD STAGE  TWO WORD STAGE
 12- 18 months  18-20 months
 Recognizable single- unit  Vocabulary reaches 50
utterances for everyday words.
objects  2 years: combining words
 HOLOPHRASTIC (baby chair)
UTTERANCES:  Used for different meanings
 Could be a word, phrase (possession, request ,
or sentence statement)
 Bed, OR wasat (What is  After two years: vocabulary
that) reaches 200-300 words
 2 to 2 and a half years:
 String or words (lexical morphemes) (this shoe
all wet) .
 Some form of sentence building and word order.
 Grammatical inflection and prepositions begin
to appear.
 After 2 and a half years: Multiple word speech.
 3 years old: vocabulary increase and almost like
adult language.
 Acquisition
of

Morphology Syntax Semantics

Questions Negatives
 QUESTIONS NEGATIVES
 Stage 1:  Stage 1:
 Add a Wh word (Who, What) to  Put (no) or (not) at the
one word. And rising beginning
intonation  (no sit down)
 (Where kitty?)  Stage 2:
 Stage 2:
 Negative forms (don’t) and
 More complex expressions and
intonations. (can’t) before the verb
 (What book name?)  (I don’t want)
 Stage 3:  Stage 3:
 Inversion on subject-verb.  Auxiliary forms (didn’t – won’t)
 (Can I go?)  Last form appearing (isn’t )
1. The (-ing) form ( sitting/ reading)
2. Plural marker (-s) (boys) accompanied by a
process called (overgeneralization) adding (-s) to
all words (foots, mans)
3. Possessive –s (mommy’s hat)
4. Different forms of verb (to be) appear (was, are)
5. The (-ed) past tense (played) then
overgeneralized again (goed, comed)
6. The –s third person marker. (He comes, she walks)
 Overextension: During the holophrastic stage
children use limited vocabulary to refer to many
things. (bow waw: cats, dogs, horses)
 Usually this extension is based on similarity in
form, shape, sound, etc. (everything round is a
ball even the moon)
 This overextension is in speech not
comprehension.
 Hyponymy: the child always uses the middle
level term(animal-dog-poodle)
 Antonymy is acquired late after the age of five.
(more/less, buy/sell)