How children learn language

1. How children learn language Lec. 4

2. Imitation, rule learning, and correction • What is learned by imitation • imitation can apply only to speech production and not to speech comprehension • Imitation cannot be involved in the primary process of language learning, i.e. comprehension • Imitation is not involved in the construction of sentences

3. Productivity by rule • Why do children produce ungrammatical words, like: • ‘sheeps’, ‘mouses’, &‘gooses’, • ‘goed’, ‘comed’, falled’, & ‘breaked’ And ungrammatical sentences, like: • ‘no heavy’, ‘no the sunshine’, • ‘when we can go?’, ‘he is doing what?’ Is it due to imitation?

4. The frequent utility of correction • When parents do attempt to correct their children’s speech, the results are often fruitless and frustrating. • Improvement with older children • Correction does not play an important role in grammar learning. Why?

5. Imitation or learning?(McNeil 1966) • Child: Nobody don’t like me • Mother: No, say “Nobody likes me” • Child: Nobody don’t like me • Mother: No, say “Nobody likes me” • Child: Nobody don’t like me • Mother: No, say “Nobody likes me” • Child: Nobody don’t like me • Mother: No, say “Nobody likes me”

6. Imitation or learning?(McNeil 1966) • Child: Nobody don’t like me • Mother: No, say “Nobody likes me” • Child: Nobody don’t like me • Mother: No, say “Nobody likes me” • Child: Nobody don’t like me • Mother: No, say “Nobody likes me” • Child: Nobody don’t like me

7. Imitation or learning?(McNeil 1966) • Mother: Now listen carefully. Say “nobody likes me” • Child: oh. Nobody don’t likes me.

8. Learning abstract words • Children begin with the concrete and go on to the abstract • Physical objects (mama, dog, ball, table)& direct activities (run, jump, play, give) • Relations & statives(sitting, on) • Mental experiences (hungry, hurt, happy, want) • Complex abstract ideas (I, you, truth, lie, guess, idea, honest, hope)

9. Memory & logic in language learning Memory : • Memory & language development • Remembering words, phrases, & sentences and discovering abstract meanings & rules • Without good memory, learning language would not be possible • Children have remarkable memory

10. Memory & logic in language learning Logic : In learning language, the child must use both induction & deduction in (i) the analysis of words & sentences and (ii) the formulation of grammar & strategies

11. Memory & logic in language learning Logic: • Young children use inductive logic in learning basic morphemes, e.g. progressives, plurals, & third person. • particular facts  generalizations about them

12. Memory & logic in language learning Logic: Young children (4 years old) use deductive logic in their conversations A generalization  particular facts supporting it e.g. Rose : “you have more cookies than me!” Tom: gives some cookies to Rose. WHY?

13. Memory & logic in language learning PREMISE 1: you have more cookies than me PREMISE 2: we should have an equal amount Conclusion: you should give me some of your cookies to make it equal