Friday, December 15

Manifestations in Learning a Second Language

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In the development of the holophrastic stage of the acquiring language, a child absorbs different words first, and then expresses those words to communicate with the world.  For instance, the child may associate simple words the parent says with the appropriate activity or object such as the words: mama, daddy, ball, dog, up, cookie, go, and bye-bye. Nevertheless, at about eight months of age before the holophrastic stage, the child’s babbling changes to a more sophisticated form of babbling. He begins to jabber sounds as if it contains questions, commands, and statements. In fact, the child learns the melody and rhythm of adult sentences. For example, he picks out the accented syllable in a word and doubles it to produces “da-da” for daddy, “ga-ga” for all gone, or “na-na” for banana. 

The previously mentioned jargon stage, which is when a child uses, may be word of a particular group to communicate, in a child’s language development leads to the holophrastic stage. He develops his first expressive language skills with the use of his first words. It is important to understand that the first words he may say do not necessarily mean the same thing to his as they do to the parent. To the child in this stage a whole sentences worth of meaning may be “Milk!”, which could mean “Give me some more milk!” The parent most likely can quickly understand what her child is saying.  We listen for clues, and then the mother may respond, “You want more milk?”  The child takes the main word(s), and uses those to express.

     The researcher, tough, interviewed several mothers about how many words could they recall saying at 12 months. The majority of the mothers noted that their child first put together two words just before or just after his second birthday. During the first months of life, the baby increases in his motor control skills meaning he is able to take up a range of postures, move him from place to place.  As well, his voice comes more under his control, so the child begins to discover the different sounds he can produce.  In fact, according to Tough, the baby’s own development and expectations of his parents and others, lead to the beginning of his first words.  These words may appear towards the end of the first year, but it seems generally the child begins to use these words to communicate.

The baby’s first words like utterances which carry a range of meanings, are seen tools, which help him to differentiate his experiences.  An adult leads a child to the developing of classification of words.  For example, the child may say a word “ball”, and demonstrate the use of it by using his own and the adult’s use of the word in reference to his own particular ball.


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