A Discussion of Baby Talk
By
Name : Rio Allen WicaksiSRN : 0713042040
Subject : Second Language Acquisition
ENGLISH EDUCATION STUDY PROGRAM
ARTS AND LANGUAGE EDUCATION DEPARTMENT
SCHOOL OF EDUCATION AND PEDAGOGY
THE UNIVERSITY OF LAMPUNG
2010
ARTS AND LANGUAGE EDUCATION DEPARTMENT
SCHOOL OF EDUCATION AND PEDAGOGY
THE UNIVERSITY OF LAMPUNG
2010
LIST OF CONTENT
Chapter I Introduction …………………………………… 2
1.1 Definition of Baby Talk ……………………… 2
1.2 How Do Children Acquire Language? ………... 2
Chapter II Transcription……………………………………….. 6
Chapter III Discussion …………………………………… 11
3.1 Analysis of the dialog .................................... 11
Chapter IV Conclusion …………………………………… 12
CHAPTER I
Introduction1.1 Definition of Baby Talk
Baby talk, also referred to as caretaker speech, infant-directed talk (IDT) or child-directed speech (CDS) and informally as "motherese", "parentese", or "mommy talk"), is a nonstandard form of speech used by adults in talking to toddlers and infants.
1.2 How do Children Acquire the Language
a. Do parents teach the children to talk?
No. Children acquire language quickly, easily, and without effort or formal teaching. It happens automatically, whether their parents try to teach them or not.
Although parents or other caretakers don't teach their children to speak, they do perform an important role by talking to their children. Children who are never spoken to will not acquire language. And the language must be used for interaction with the child; for example, a child who regularly hears language on the TV or radio but nowhere else will not learn to talk.
Children acquire language through interaction - not only with their parents and other adults, but also with other children. All normal children who grow up in normal households, surrounded by conversation, will acquire the language that is being used around them. And it is just as easy for a child to acquire two or more languages at the same time, as long as they are regularly interacting with speakers of those languages.
The special way in which many adults speak to small children also helps them to acquire language. Studies show that the 'baby talk' that adults naturally use with infants and toddlers tends to always be just a bit ahead of the level of the child's own language development, as though pulling the child along. This 'baby talk' has simpler vocabulary and sentence structure than adult language, exaggerated intonation and sounds, and lots of repetition and questions. All of these features help the child to sort out the meanings, sounds, and sentence patterns of his or her language.
b. Language Development
Language develops at different rates in different children, but most children follow this pattern:
Birth
When babies are born, they can already respond to the rhythm of language. They can recognize stress, pace, and the rise and fall of pitch.
Six Months
As early as four months, infants can distinguish between language sounds and other noise, like the difference between a spoken word and a clap. By six months, babies have begun to babble and coo and that is the first sign that the baby is learning language. Babies are now capable of making all the sounds in all the languages of the world, but by the time they are a year old, they will have dropped the sounds that aren’t part of the language they are learning.
Eight Months
Babies can now recognize groups of sounds and can distinguish one group of sounds from another. They can tell where one group ends and another begins. That is word boundary recognition. Although they recognize these sound groups as words, they may not know what the words mean.
Twelve Months
At this point, children are able to attach meanings to words, and once they can do that, they can begin to build a vocabulary. They begin to mimic new words they hear and by the time they are twelve months old will have a vocabulary of around fifty words.
Eighteen Months
In order to communicate, children must know how to use the words they are learning. In this stage of language development, children are able to recognize the difference between nouns and verbs. Generally, the first words in a child’s vocabulary are nouns.
Twenty-Four Months
At this stage children have begun to recognize more than nouns and verbs and understand basic sentence structure. They can use pronouns, for example, and know the right order of words in a sentence and can create simple sentences like "Me cookie?" (Which means "May I have a cookie?")
Thirty to Thirty-Six Months
By this age, about 90% of what children say is grammatically correct. The mistakes they make are usually mistakes like adding -ed to irregular verbs to form the past tense. For example, they might say "I falled down" instead of "I fell down." They have learned the grammatical rule to form the past tense by adding -ed to a verb, but have not yet learned the exceptions to the rule.
Further Language Development and Gifted Children
Children continue to expand their vocabulary and develop more complex language. Their language use really doesn’t completely resemble adult language until they reach around age eleven. That’s when children are able to use what are called although-type sentences. Those are sentences that show a concession: Even though the man was tired, he kept working. Young children would be likely to say “The man was tired, but he kept working.”
Verbally gifted children often go through these stages more quickly than other children. Some go through the stages so quickly that they seem to skip right over some of them. It is not unusual for a gifted child to babble and coo and then be relatively silent. By age one they are not mimicking words and by age two they are not using even simple sentences. They may be saying "ma-ma" and "da-da," and a few other words, but not much more. Then suddenly, at 26 months, the child begins speaking in complete, grammatically correct sentences like a three-year-old. Other verbally gifted kids may be using sentences like “Me cookie” at age one. And some six-year-old gifted kids are using sentences like “I still love my Grammy even though she doesn’t know how to use the computer.”
The advanced language development of gifted kids may be one of the reasons that some of them are able to learn how to read before they turn five or even before they turn three.
CHAPTER II
Dialog TranscriptionRio : Bisa…
Shindu : Gak iso..
Rio : Gak bi..sa….gak bisa..
Rio : He’e… buka..
Shindu : Gak iso…
Rio : Buka..buka tutup… buka tutuup..
Shindu : Buka…
Rio : Buka tutup…
Shindu : buka tutup hehhee..
Rio : gimana?? Buka tutup… beberapa makanya?
Shindu : Enam..
Rio : enaam… 1,2,3,4,5,.. udah. Udah belum?
Shindu : Uwis..
Rio : Uwis. Udah belum kok uwis lo??
Rio : ketempatnya mbah mu??
Rio : Udah makan Ndu? Sindu udah makan apa belum??
Shindu : Urung!!
Rio : urung, hehehe.. Tapi, sindu laper enggak??
Shindu : Enggak.
Rio : Enggak laper. Mau makan apa nanti le??
Shindu : Endok.
Rio : Endok?
Rio : Enggak sekolah??
Shindu : Enggak.
Rio : kok enggak to?/
Shindu : Sekolah.
Rio : Sekolah apa?? T??
Shindu : Hee??
Rio : Sekolah apa, sindu sekolah apa? Sekolah T??
Shindu : K.
Rio : TK nya dimana le??
Shindu : TK, eee..
Rio : TK apa namanya le??
Shindu : LKMD..
Rio : TK LK, LKM..
Shindu : D
Rio : TK LKMD
Rio : Ini rumahnya siapa ndu??
Shindu : Omahku..
Rio : Bunyi apa Itu? Bunyi apa ndu?/
Shindu : pedah..
Rio : Itu ngiekk..ngiekkk..ngiek.. bunyi apa itu??
Rio : jatuh lo, jatuh lo… Gak takut kalo jatuh apa??
Rio : Sendalnya mas rio yang mana le??
Shindu : Kui, ireng
Rio : Yang item?
Rio : Siapa yang ngecet rumah ini?
Shindu : embuh.
Rio : embuh? Cetnya warna bi…
Shindu : Eh..kuning..
Rio : Kuning apa ijo?
Shindu : kuning.
Rio : Kuning apa ijo?
Shindu : Kuning
Rio : Baju Sindu ijo apa kuning?
Shindu : kuning
Rio : Baju mas rio?
Shindu : Abang.
Rio : Celananya mas rio??
Shindu : Ijo.
Rio : Sindu ama mas rio tinggi siapa?? Mm.. tinggi siapa le?
Shindu : Mas Io.
Rio : Ikut mas ke karang yuk?
Shindu : Emoh.
Rio : Ngapa gak mau?
Shindu : Emoh.
Rio : Kok emoh lo? Ayo ikut yuk.
Shindu : Emoh.
Rio : Gak mau.
Rio : Mas kemarin ketemu ular.
Shindu : nangdi?
Rio : Dijalan lah.
Shindu : Ulo opo?
Rio : Ular hitam putih, besaaar..
Shindu : sak ene?? Haha
Rio : ho’o. Bunyi opo le??
Shindu : jangkrik.
Rio : Garengpung.
Shindu : Garengpung..
Rio : Mbah sukir mana ndu?
Shindu : Neng omah lah.
Rio : Ngapa di rumah?
Shindu : Gak ngertilah.
Rio : Gak kesini? Gak kesini?
Shindu : Enggak.
Rio : Kok gak kesini? Sindu gak kangen apa? Hmm.. sindu gak kangen?
Shindu : Enggak..
Rio : Ma baning lo, sindu entar.. hehe.. ini kamarnya siapa ndu??
Shindu : Kamarku..
Rio : lo..kamarnya mas rio mana to?
Shindu : Kene.
Rio : La kamrnya sindu?
Shindu : kene juga
Rio : La terus barengan kamare mas rio karo sindu?
Shindu : iyo.
Rio : he’e?
Shindu : Iyo.
Rio : Gelem sindu bobok karo mas rio?
Shindu : Gelem.
Rio : Masih laper ndu?? Udah makan?
Shindu : Urung.
Rio : Kok belum lo? Bee..
Shindu : Belum..
Rio : Belum.
Rio : Sudah makan apa bee..lum.. Sudah makan belum?
Rio : Mau kemana lo kamu?
Rio : Mau naik jendela?
Shindu : enggak.
Rio : nanti ja..ja..ja..
Shindu : tuh.
Rio : Sindu nanti kepasar?
Shindu : Enggak
Rio : Mamak kepasar apa enggak?
Shindu : Enggak
Rio : Kok enggak kenapa?
Shindu : Gak popo.
Rio : Mbah kas sakit ndu?/
Shindu : Ho’o
Rio : Sakit apa ndu?
Shindu : Loro weteng.
Rio : Sakit perut? Sudah sembuh belum?
Shindu : ugung.
Rio : Belum. Gelut Ndu yuk??
Shindu : Yuk
Rio : Siapa yang menang?
Shindu : Aku.
Rio : Mas rio apa sindu?
Shindu : aku.
Rio : bajumu gambarnya apa le?
Shindu : spongbob.
Rio : Sponge bob squarepant.
Rio : Makan yuk? Pake apa makannya?
Shindu : Endok
Rio : Telor, siapa yang mbuat telor?
Rio : Ikut mas karang enggak nanti? He, Ndu, ikut mask e karang engak?
Rio : Enggak
Shindu : enggak ikut, napa?
CHAPTER III
Discussion3.1 Analisis of the dialog (Baby-talk)
From the dialog above, we can see there are some characteristics that match with characteristics summarized by Pica:
1. It has shorter, more complete sentence.
It can be seen in “Udah makan Ndu? Sindu udah makan apa belum??”
The first sentence is short sentence, then the second is more complete sentence. It is done in order to make the children easier to understand what he was being said.
2. The syntax is simplified through use of fewer subordinate clauses and coordinate construction.
It can be seen from the entire dialog, that Rio is very often use complex sentence to talk with Sindu.
3. The vocal pitch was higher and its range was wider
It can be clearly seen from dialog above. Rio usually use more intonation in the each vocal than in conversation with adult.
4. The speaking rate was slower, marked by many pauses between utterances
It can bee heard from the record, that Rio’s speaking rate was slower than usual, and he also repeat in order to help Shindu understand what he mean.
5. The articulation was more precise.
It can bee seen from dialog and record, that Rio’s articulation is very clear in order to be understood easily by Shindu.
6. Attention to the here and now.
It can be seen from the dialog “Baju sindu ijo apa kuning?” Rio asked Shindu about the color of his clothes that can be seen by Shindu directly.
7. The use of self reference
It can be seen from the dialog “Baju Sindu ijo apa kuning?”. Baju shindu is self reference.
CHAPTER IV
CONCLUSIONFrom the analysis above, it can be conclude that about 90 % of the characteristics summarized by Pica can be found in the dialog. It was done naturally by the adult when speak with a child in order to help the child easier to understand what he mean. So, the characteristic summarized by Pica is definitely true.
Shindu ga mau direkam, makanya gambarnya, ya seperti itu (by Rio A.W)
BalasHapusi can't open the video
BalasHapuscould u tell me please
so do i
BalasHapus