THE ASSIGNMENT OF SECOND LANGUAGE ACQUSITION
BY
NAME : ELVITA HANDAYANI MS
SRN : 0743042010
ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
2010
INTRODUCTION
Baby talk is a long-established and universally understood traditional term . Motherese and parentese are more precise terms than baby talk, and perhaps more amenable to computer searches, but are not the terms of choice among child development professionals (and by critics of gender stereotyping with respect to the term motherese) because all caregivers, not only parents, use distinct speech patterns and vocabulary when talking to young children. Motherese can also refer to English spoken in a higher, gentler manner, which is otherwise correct English, as opposed to the non-standard, shortened word forms.
Baby talk, also referred to as caretaker speech, infant-directed speech (IDS) or child-directed speech (CDS) and informally as "motherese", "parentese", "mommy talk", or "daddy talk" is a nonstandard form of speech used by adults in talking to toddlers and infants. It is usually delivered with a "cooing" pattern of intonation different from that of normal adult speech: high in pitch, with many glissando variations that are more pronounced than those of normal speech. Baby talk is also characterized by the shortening and simplifying of words. Baby talk is similar to what is used by people when talking to their pets (pet-directed speech), and between adults as a form of affection, intimacy, bullying or condescension.
It's an important issue, when do babies talk ? And it concerns all parents. There are many special unforgettable moments during the growth of babies that are worth waiting for. Such moments are very fun and amazing for parents to watch, this includes the first time he says "mommy" or "dad", or when he learns to walk, talk and learn a few words, etc. Any new thing he can do.
But babies can really differ from each other in the developmental milestones, they don't do the same things at the same age so you shouldn't expect things at an exact age, but there is a normal range at which important events and developmental steps happen, your baby may do it a little earlier or later but stays in the normal range.The first sign of vocalisation appear at the age of one month with a little humming sound (aah, oh)which is different from crying. The baby then starts babbling and saying monosyllables (da, ma, ba, yaya) and laughing by then end of the fourth month.
At the age of 9 months (and sometimes before this age) he will amaze you by saying dada & mama! but not necessarily to the right persons! At the age of 1 year he will be able to identify the real parents and call them dada and mama! and of course he can identify himself and understand that you are talking to him.From now on, he will begin building his own dictionary and can say a few words up to 10 words by the age of 18 months. Some children may be even able to say about 50 words at 20-24 months and learn a few new words every day and just imitates people. It just different from one kid to another. You better watch your words at this stage because he will be learning alot of new words (and actions) from his parents!Then around two years of age he can form a 2-3 word sentence and refers to himself using "I" and can also use the words "me" and "you". His vocabulary grows even more to include up to 300 words by the age of three.
By the age of 4 years, your kids is going to be a real experienced speaker and can tell stories, count to ten and sing!Keep in mind that even the most gifted kids can start talking late. Some may start by the age of 9 months while others start about the age of 18-24 months.The learning and speech skills of your child are affected by their health state, their nutrition and emotional factors. The social and emotional environment is very importqant in the precess of growth and development for your children. Kids living in a well balanced and healthy emotional atmosphere grow appropriately both on the physical and intellectual levels.
Stuttering can be a normal thing in the early month as the child begins to learn how to talk and he can be so excited with his new abilities that he can't fully control his talking.Talking can be delayed in case of bilingualism, if each parent is talking a different language, the child may not be able to understand or speak either of them, so take care!The first "baby talk" is nonverbal and happens soon after birth. Your baby smiles, grimaces, cries, and squirms to express a range of emotions and physical needs, from fear and hunger to frustration and sensory overload. Good parents learn to listen and interpret their baby's different cries.Just when your baby will say those magical first words varies greatly from individual baby to individual baby. But if your baby misses any of the following milestones in speech development, talk to your pediatrician or family doctor about your concerns.
Baby Talk Milestones
- Baby talk at 3 months. At 3 months, your baby listens to your voice, watches your face as you talk, and turns toward other voices, sounds, and music that can be heard around the home. Many infants prefer a woman's voice over a man's. Many also prefer voices and music they heard while they were still in the womb. By the end of three months, babies begin "cooing" -- a happy, gentle, repetitive, sing-song vocalization.
- Baby talk at 6 months. At 6 months, your baby begins babbling with different sounds. For example, your baby may say "ba-ba" or "da-da." By the end of the sixth or seventh month, babies respond to their own names, recognize their native language, and use their tone of voice to tell you they're happy or upset. Some eager parents interpret a string of "da-da" babbles as their baby's first words -- "daddy!" But babbling at this age is usually still made up of random syllables without real meaning or comprehension.
- Baby talk at 9 months. After 9 months, babies can understand a few basic words like "no" and "bye-bye." They also may begin to use a wider range of consonant sounds and tones of voice.
- Baby talk at 12 months. Most babies say a few simple words like "mama" and "dadda" by the end of 12 months -- and now know what they're saying. They respond to -- or at least understand, if not obey -- your short, one-step requests such as, "Please put that down."
- Baby talk at 18 months. Babies at this age say up to 10 simple words and can point to people, objects, and body parts you name for them. They repeat words or sounds they hear you say, like the last word in a sentence. But they often leave off endings or beginnings of words. For example, they may say "daw" for "dog" or "noo-noo's" for "noodles."
- Baby talk at 2 years. By the age of 2, babies string together a few words in short phrases of two to four words, such as "Mommy bye-bye" or "me milk." They're learning that words mean more than objects like "cup" -- they also mean abstract ideas like "mine."
- Baby talk at 3 years. By the time your baby is 3, his or her vocabulary expands rapidly, and "make-believe" play spurs an understanding of symbolic and abstract language like "now," feelings like "sad," and spatial concepts like "in."
DISCUSSION
This interaction happens between tree-age-child named Icha.(three years old), a daughter of a Lampungnese family and her aunt (twenty-five-age) named Rika. The Location of the conversation was in the Icha’s home when She played in the Living room On November,Sunday 7th 2010 at 4 PM.
We will see how language produced by child and adult and how modification and simplification occur in this interaction.
Interaction between child and adult
1. Adult: icha….hunja….. main jama Atu ….
2. Baby: main api….?
3. Adult: Main api yu? Icha haga main api?
4. Baby: Main wa-wa an gawoh….
5. Adult:Main nuwa-nuwa an?
6. Baby: iyu…
7. Adult: Ya radu….. Sasa jadi anak ni ya…
8. Baby: gok……
9. Adult: Trus haga ni jadi api?
10. Baby: Di mamah…
11. Adult: Ooh..haga jadi mamah ni.. icha jadi mamah icha yu
12. Baby: Yu….
13. Adult:Trus sai jadi anak ni sapa dong?
14. Baby: Atu gawoh....
15. Adult: loh ..kok malah Atu sai jadi anak ni ….
16. Baby: mak api-api….
17. Adult: Yah…Picara lamun gohna sai jadi anak ni boneka gawoh ?
18. Baby: iyu… (menganggukkan kepala)
19. Adult: icha haga boneka sai hipa? Sai siliuh hiji gawoh yu?
20. Baby: dang…..yiin sai hina
21. Adult: trus sai hipa?
22. Baby: Buy gawoh…
23. Adult: Buy? Buy api? sai hipa?
24. Baby: Buy…
25. Adult: sai hiji? (menunjukkan boneka babi)
26. Baby: layiin…
27. Adult: sai hipa dong? Sai hiji? (menunjukkan boneka panda)
28. Baby: layiin….
29. Adult: trus? Yu ghadu akuk sayan cuba
30. Baby: sai hiji..
31. Adult: Oh.. sai hiji… hiji geghal ni Buy ya?
32. Baby: iya….
33. Adult: sapa sai ngejuk geghal?
34. Baby: icha…
35. Adult: icha sai ngejuk geghal…wah…
36. Baby: iyu….
37. Adult: trus lamun sai hiji sapa geghal ni?
38. Baby: induh… (menggeleng-gelengkan kepala) …..
39. Adult: makkung dijuk geghal yu? Gham juk geghal gawoh pah…
40. Baby: api?
41. Adult: Hhm.. geghal ni pingky gawoh gohpa ?…
42. Baby: Ngki…..
43. Adult: iyu…pingky… yah…
44. Baby: Ngki….
45. Adult: ingokko yusai hiji geghal ni pingky…
46. Baby: yu… ja icha ji…..
47. Adult: ap cha?
48. Baby : ja Cha…..
49. Adult: Ooh..iyu..boneka ni jak icha yu….
50. Baby: iyu…
51. Adult: sapa sai beliko boneka ni?
52. Baby: Mamah… papah…… cung…
53. Adult: cung? cucung?
54. Baby: (menganggukkan kepala….)
55. Adult: Ooh.. nayah yu sai ngebeliko…
56. Baby: iyu.. nyak…
57. Adult: Eh.. icha bijo lapah haguk pa? atu hunja ko icha mak dok….
58. Baby: lapah….
59. Adult: lapah guk pa?
60. Baby: duuuh…
61. Adult: kok induuh.….icha mak pandai?
62. Baby: duuhh…
63. Adult: api sih?
64. Baby: induuh….tigoh manum….
65. Adult: (Thinking) Ooh…jawoh yu? Lapah ni jawoh kudo tigoh manum…
66. Baby: yu…….
67. Adult: jama papah mamah?
68. Baby: yu…ma mbak tita….
69. Adult: Mbak sapa?
70. Baby: Ma mbak…. hina… (menunjuk ke baby sisternya)
71. Adult: Ooh… mbak sinta… Huu.. atu mak diajak…
72. Baby: nduuuhh…
73. Adult: Ih.. kan nuwa Atu ghidik jak ja
74. Baby: nya papa…..
75. Adult: jemoh-jemoh lamun lapah lagi ajak Atu yu….
76. Baby: yu…
77. Adult: Janji….
78. Baby: ji…..
79. Adult: cawa jama mamah ni goh pa?
80. Baby: (diam)
81. Adult: cawa jama mamah yu…. Susul Atu di nuwa. Oke!
82. Baby: yu…
83. Adult: Cuba
84. Baby: (diam)
85. Adult: Ma…..
86. Baby: Ma….
87. Adult: ajak Atu dong…
88. Baby: ajak Atu dong…..
89. Adult: nah… benor…tini lamun haga lapah cawa goh na yu..….
90. Baby: yu…..
In turn 4 (Baby: Main wa-wa an gawoh….….) the phonological feature was simplified by child.
She wanted to say “nuwa-nuwa an” and adult made clarification in turn 5 (Adult: Main nuwa-nuwa an? ). Simplification of phonological feature also happened in turn 8 (Baby: gok……) which means “enggok ” and turn 14 (Baby: Atu gawoh....) which means “tante saja.” In this case, the simplification of phonological feature can be understood by adult and interaction ran well.
In turn 11 (Adult: Ooh..haga jadi mamah ni.. icha jadi mamah icha yu …), adult tried to expand with complete sentence, but in turn 12, baby only answer “Yu….”.She still can’t imitate and say with complete sentence.
Turns 21-32:
- Adult: trus sai hipa?
- Baby: Buy gawoh…
- Adult: Buy? Buy api? sai hipa?
- Baby: Buy…
- Adult: sai hiji? (menunjukkan boneka babi)
- Baby: layiin…
- Adult: sai hipa dong? Sai hiji? (menunjukkan boneka panda)
- Baby: layiin….
- Adult: trus? Yu ghadu akuk sayan
- Baby: sai hiji..
- Adult: Oh.. sai hiji… hiji geghal ni Buy ya?
- Baby: iya….
In this case, adult was confused by baby’s statement “buy…” Adult tried to catch what bi means. She guessed that bi is one of name of doll, but which doll? And she pointed such kind of dolls. Finally, she knew that bi is dolphin doll. Then, she made confirmation with simple, more complete sentence in turn 31 (Adult: Oh.. sai hiji… hiji geghal ni Buy ya?).
Turns 41-45:
- Adult: Hhm.. geghal ni pingky gawoh gohpa ?…
- Baby: Ngki…..
- Adult: iyu…pingky… yah…
- Baby: Ngki….
- Adult: ingokko yusai hiji geghal ni pingky…
In this case, adult asked the baby to say “pingky”, but the baby couldn’t say that, such in turns 42 and 44 (Baby: Ngki….).
Turns 46-50:
- Baby: yu… ja icha ji…..
- Adult: ap cha?
- Baby : ja Cha…..
- Adult: Ooh..iyu..boneka ni jak icha yu….
- Baby: iyu…
Adult confirmed what the baby has said and she expand what the baby has said in turn 49 (Adult: Ooh..iyu..boneka ni jak icha yu…..) Although the baby couldn’t say with complete sentence, but we need to say it completely because children have creative construction and will understand what we said.
Turns 57-66:
- Adult: Eh.. icha bijo lapah haguk pa? atu hunja ko icha mak dok….
- Baby: lapah….
- Adult: lapah guk pa?
- Baby: duuuh…
- Adult: kok induuh.….icha mak pandai?
- Baby: duuhh…
- Adult: api sih?
- Baby: induuh….tigoh manum….
- Adult: (Thinking) Ooh…jawoh yu? Lapah ni jawoh kudo tigoh manum…
- Baby: yu…….
In this case, there was miss-perception about ‘auu’. Adult thought that ‘gok’ means ‘enggok’ (as happened in turn 8). Then, in turn 64 (Baby induuh….tigoh manum….) baby tried to expand her statement in order to be understood by adult. This is included as creative construction and she succeed. In turn 65 (Adult: (Thinking) Ooh…jawoh yu? Lapah ni jawoh kudo tigoh manum…) adult made confirmation about what baby said and she could catch the meaning of baby’s statement. In turn 66 (Baby: yuu…) adult now understood that the meaning is ‘jauh’.
Turns 79-90:
- Adult: cawa jama mamah ni goh pa?
- Baby: (diam)
- Adult: cawa jama mamah yu…. Susul Atu di nuwa. Oke!
- Baby: yu…
- Adult:
- Baby: (diam)
- Adult: Ma…..
- Baby: Ma….
- Adult: ajak Atu dong…
- Baby: ajak Atu dong…..
- Adult: nah… benor…tini lamun haga lapah cawa goh na yu..….
- Baby: yu…..
In this case, adult tried to make stressing in producing complete sentence. There were also many pauses happened when adult asked baby to make a complete sentence such in turn 79 and 83. Then, adult guided child to say it and articulation was stressed in this part.
CONCLUSION
Babies understand what you're saying long before they can clearly speak. Many babies learning to talk use only one or two words at first, even when they understand 25 or more.
You can help your baby learn to talk if you:
- Watch. Your baby may reach both arms up to say she wants to be picked up, hand you a toy to say she wants to play, or push food off her plate to say she's had enough. Smile, make eye contact, and respond to encourage these early, nonverbal attempts at baby talk.
- Listen. Pay attention to your baby's cooing and babbling, and coo and babble those same sounds right back to your baby. Babies try to imitate sounds their parents are making and to vary pitch and tone to match the language heard around them. So be patient and give your baby lots of time to "talk" to you.
- Praise. Smile and applaud even the smallest or most confusing attempts at baby talk. Babies learn the power of speech by the reactions of adults around them.
- Imitate. Babies love to hear their parents' voices. And when parents talk to them, imitating their baby talk, it helps speech develop. The more you talk their "baby talk" with them, using short, simple words, the more babies will keep trying to talk.
- Elaborate. If your baby points to the table and makes noise, don't just give him more noodles. Instead, point to the noodles and say, "Do you want some more noodles? These noodles taste good with cheese, don't they?"
- Narrate. Talk about what you're doing as you wash, dress, feed, and change your baby -- "Let's put on these blue socks now" or "I'm cutting up your chicken for you" -- so your baby connects your speech to these objects and experiences.
- Hang in there. Even when you don't understand what your baby is saying, keep trying. Gently repeat back what you think is being said, and ask if that's right. Keep offering your loving attention so your baby feels rewarded for trying to talk.
- Let your child lead. During playtime, follow your child's attention and interests to show that communication is a two-way game of talking and listening, leading, and following.
- Play. Encourage children to play, pretend, and imagine out loud to develop verbal skills as they become toddlers.
- Read aloud. Lifelong readers come from young children who have plenty of fun, relaxing experiences of being read to out loud.
Watch for any sign of a major speech delay in your baby, and talk with your doctor if you sense there's a problem. A speech delay can happen for a number of reasons, but the earlier a speech problem in babies is diagnosed, the more time you'll have to correct it and help your child reach his or her full potential before school age. After consulting with your pediatrician, here are things to do to help with delayed speech:
- Have a hearing test done. As many as three out of 1,000 newborns have hearing loss, which can cause delayed speech development. Be sure to have your infant screened for hearing loss before leaving the hospital right after birth -- or by 1 month old at the latest. Give your baby a full hearing exam by 3 months of age if he or she doesn't pass the initial hearing screening.
- See a speech-language pathologist. A speech therapist can diagnose and treat specific speech, language, or voice disorders that delay speech. Treatment may include giving parents tips and games to improve speech problems in babies and improve a child's language skills.
- Consider developmental screening. Up to 17% of children in the
What's the first step for babies learning to talk? Encourage your baby's first words with your frequent cooing, babbling, talking, and singing. Keep responding positively and showing you care. When it comes to baby talk, that's the best building block
Even from within the womb, babies are trying to communicate. A return kick to a tummy rub, a punch to a loud song, these are the earliest forms of communication. The awareness of speech sounds is also developing at this time. Researchers have been able to determine this by using the fetal heart rate test to track an unborn baby’s heart rate in relation to external sounds. They have discovered that unborn baby’s heart rate will decrease at the sound of their mother's voice (Fitzpatrick, 2002). An important strategy for early promotion of language is introducing the unborn baby different types of speech. Having continual communication is important. By reading stories, singing, and even talking to the baby, parents can help to promote developing language skills.
After birth, and leaving the underwater world of the womb, an infant will begin to vocalize his or her communication. From birth until about 4 months of age, this communication consists mainly of reflexive crying to express feelings (Fitzpatrick, 2002). At this point, it is imperative to continue speaking with the baby. Mirroring sounds and early words, responding to her communication, and answering her cries are all ways to start an infant on the road to speech. Studies of babies’ interactions with their caregivers show that these interactions foster behaviors that contribute to their emerging identities (King and Park, 2003). At this stage, reacting to crying is extremely important. The best strategy at this level is understanding her cries and expressing the desired response. Showing interest and attending to the baby’s needs shows that the communication is working and builds the attachment and trust between child and caregiver.
T he next stage of communication is what has been referred to as “babbling.” At the age of around 4 to 6 months babies start to make many more sounds. Before speaking words, babies practice the sounds, intonations and rhythms of language (Fitzpatrick, 2002). Through interactions with caregivers and other members of their community and environment, babies mirror and learn early language skills. They also become linguistically and culturally competent members of their community (King and Park, 2003). Much of this relates to the way that caregivers react and respond to the communication attempts of the baby. In a “child-centered” context, caregivers engage babies in conversations and routines such as greetings and question-answer from birth, directly speaking with baby so she will understand. These caregivers often adjust their speech to children by using baby-talk and trying to interpret unintelligible utterances. This helps to socialize children with simplified language and introduces them gradually to adult language (King and Park, 2003).
Another type of context is called “situation-centered” where caregivers do not mirror babies’ voice patterns and babbling. In situation-centered contexts, caregivers expect babies to learn and understand adult language. Although this is often frustrating, the interpretation skills that children acquire are considered essential to being competent in the use of speech (King and Park, 2003). An important strategy for language promotion at this stage is to repeat words that a baby tries to utter. Also, continue to be attentive to the point the child is trying to make.
By around 14 to 20 months of age, a child will usually speak actual words. They begin with simple words that they have heard often, such as “mama” or “dada.” These words eventually turn into two-word phrases, which is the next step on the journey of speech. Two-word phrases such as “come baby” or “doggie gone” begin around the age of 2 years. By this point, a baby should have around 50 words in her vocabulary. When a child can link two words together, it shows an understanding of both words and content. Object and action words are understood and expressed. Language socialization research provides important insight into young children’s linguistic and cultural development and helps us understand the relationships between the cultural context and the use of language with and around children (King and Park, 2003).
REFERENCES
Suparman, M. 2007. Materials for Psycholinguistics. Lampung : Lampung
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Yufrizal, Hery. 2008. An Introduction to Second Language Acquisition. Bandung
Pustaka Reka Cipta
en.wikipedia.org/wiki/Baby_talk
Hubpages.com/hub/when-do-babies-talk
babyparenting.about.com/od/.../a/babytalk.htm
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