PAPER of SLA
(Baby Talk)
By:
EGRA BETARIA
0713042005
Art language Education Department
English Education Study Program
Teacher Training and Education
Faculty University of Lampung
2010
CONTENTS
Page
I. INTRODUCTION .................................................................................. 1
II. DISCUSSION ....................................................................................... 2
A. Theories ........................................................................................... 2
1. Telegraphic Speech ..................................................................... 2
2. The Development of Inflection and Function Words.................. 3
3. The Development of ‘Transformations’....................................... 5
4. Later Development ..................................................................... 7
5. The language Development of a Child........................................ 8
B. Transcription of DevelopmentLanguage Acquisition in L1 ............ 10
C. Analysis of Development Language Development in L1 ............... 13
III. CONCLUSION ................................................................................... 16
REFERENCES
INTRODUCTION
Language is a means of communication. Language is taught to a person since he/she was a baby. Language that is learnt at the first time is called as the first language, native language or mother tongue. There is a distinction between language learning and language acquisition. Language learning is defined as knowing the rules, having a conscious knowledge about grammar. In the other hand, the term of language acquisition refers to a process of a development of ability in a language by using it in natural, communicative situation.
Language development is a process starting early in human life, when a person begins to acquire language by learning it as it is spoken and by mimicry (Jimmy Wales, Wikipedia). Children's language development moves from simple to complex. Baby talk contributes to mental development, as it helps teach the child the basic function and structure of language. Usually, language starts off as recall of simple words without associated meaning, but as children grow, words acquire meaning, with connections between words being formed. As a person gets older, new meanings and new associations are created and vocabulary increases as more words are learned. The children learn their first language without conscious instruction from parents or caretakers. They learn their first language through some developmental stages. Those stages later will be discussed in this paper.
DISCUSSION
A. Theories
The stages of the children’s language development are:
1. Telegraphic speech
Telegraphic can be defined as the early speech of the children. This is because it lacks inflections and many of the small ‘function word’, such as articles and prepositions. The earliest stage consists of one word utterances. For example:
ü More page (asking an adult to continue reading).
ü Sweater chair (indicating where the sweater is).
It is clear that, because the utterances are reduced, the situation plays an important role in conveying the meaning. The result is the same two words might convey very different meanings in different situations. For example, one child was heard to say mommy sock on two occasion, when picking up her mother’s sockand when her mother dressed her. In the first instances, then, the relationship between the two words was one possession (as in ‘this mommy’s sock), whereas in the second, it was one of the agent and object (as in ‘mommy is putting on my sock’). Even at this stage, we cans see that children use the language creatively, sinc they use utterances, which they can never have actually heard. Nor can it be claimed that the utterances are simply imperfect attempts to imitate what the child might have heard from adults.
Los Bloom (1970) found that sentence containing two nouns were used to express five kinds of relationships depended on her observation of the child in an actual situation:
1. Conjunction (e.g. cup glass, c.f. cup and glass).
2. Description (e.g. party hat, c.f. a party hat).
3. Possession (e.g. daddy hat, c.f. daddy’s hat).
4. Location ( e.g. sweater chair, c.f. indicating where the sweater is).
5. Agent-object (e.g. mommy book, ex. ‘mommy is reading a book’).
Dan Slobin (1979) looked at the communicative functions performed by two-word utterances in the speech of children acquiring six different languages. He found seven main types of function:
1. Location or naming (e.g. there book, buch da).
2. Demanding or desiring (e.g. more milk, mehr milch).
3. Negating (e.g. not hungry kaffee nein).
4. Describing an event or situation ( e.g. block fall, puppe kommt).
5. Indicating possession (e.g. my shoe, mamas hut).
6. Describing a person or a thing (e.g. pretty dress, milch heiss).
7. Questioning (e.g. where ball, woo ball).
2. The development of inflections and function words
Telegraphic speech extends beyond the two-word stage. For example, as the child processing capacity grows, we find longer utterances, which are still telegraphic:
Andrew want that Can stand up table
At the same time, however, children are in the process of mastering inflections (such as the s, which belongs on want and stand in the above examples) and function words (such as the article a or the, which are omitted above). In the relevant studies, these small items are usually referred to as morphemes, even though in normal linguistic terminology, ‘morpheme’ is a much wider concept.
Brown (1973) studied how three children acquired fourteen of these morphemes in their first language. He found that the fourteen morphemes were acquired in a sequence that was remarkably similar for the three children. The order of the morpheme was:
1. Present progressive ing (as in she is running)
2. Preposition on
3. Preposition in
4. Plural s (as in two books)
5. Irregular past form (as in she went)
6. Possessive ‘s (as in daddy’s hat)
7. Uncontractible copula (e.g. is i n yes, she is)
8. Articles a and the (which were classified together)
9. Regular past end (as in she walked)
10. Regular third-person singular s (as in she runs)
11. Irregular third-person-singular forms (e.g. she has)
12. Uncontestable auxiliary be (as in she was coming)
13. Contractible copula (as in she’s tired)
14. Contractible auxiliary (as in he’s coming)
3. The development of ‘transformations’
At the same time as children are interesting their mastery of grammatical morphemes, they are also increasing their ability to carry out ‘transformations’ on the sentence structure, in order to produce more complex utterances. The development of negatives and interrogatives has attracted particular attention. For both of these structures, children seem to follow similar sequences of development as in the following:
1. At first, the negative element is not part of the structure of the sentence. It is simply attached to the beginning or end, as in:
No singing ong
No the sun shining
2. At the second stage of the development, the negative element is inserted into the sentence. Instead no or not, children may use don’t or can’t, but they do not yet inflect these for different persons or tenses:
I no want envelope
He no bite you
He don’t want it
3. Children begin to produce the appropriate part of do, be or the modal verbs, to suit the person or tense:
You don’t want some supper
Paul didn’t laugh
I am not a doctor
With interrogatives, too, children first produce sentences in which the internal structure of the sentence is not affected. In yes/no questions, they first use intonation:
See hole?
You can’t fix it?
For wh-interrogatives, the question word is at first simply placed in front of the sentence:
Where daddy going
Why you caught it?
Where my spoon goed?
Later, children master the use of inversion with the auxiliary do, as in the adult system. The development of these transformations provides interesting evidence that grammatical development is partly a matter of growing ‘competence’ (in the sense of underlying knowledge) and partly a matter of increasing ‘performance’ capacity. Ursulla-Klima (1968) found the following progression in th child’s ability to carry out more than one transformations in a single utterance:
1. At one stage, the child can either invert subject and verb or purpose a question word, but do not do both. We thus find inversion in yes/no questions (e.g can he ride a truck?) but not in wh- questions (e.g. where I can put them?).
2. Later, the child is able to combine both operations, so that we find wh- questions in inversion (e.g. why can he go out?). however, it may still be beyond the child’s capacity to carry out three operation, so that the inversion may not take place if the sentence is also negotiated (e.g. why he can’t go out?).
3. Eventually, this limitation goes and the child is able to perform all three operations in the same utterance prepose a question word, invert, and negate (as in why he can’t go out?).
4. Later development
It is clear that the limitations in the child’s performance become less restrictive and that he becomes able to perform operations of a more and more complex nature. As well as operations within a single clause, these include the joining of two or more clauses into a complex sentence. There is evidence that is later development starts with clauses used as objects of the verb (e.g. I think it’s the wrong way). Some subtle grammar distinction may be mastered much before age ten. For example, John asked Bill to come and John promised Bill to come (the person who is expected to come is Bill in the first sentence, but John in the second sentence). The child develops increasing knowledge of the conventions for varying speech according to the social situation. Craig Lawson found that even at the age of two, children were able to choose different styles of speech for addressing peers, older children, and adults (quotted in Ervin-Tripp, 1979). In a study by Claudia Mitchell-Kernan and Keith Kernan (1977), children of seven use a range of forms of making requests, which was comparable to the rage used by adults. They were also aware of the social significance of the various forms. Both the ability to produce complex language and the ability to use appropriate styles are domains in which development is likely to continue well into adult life, in response to the person’s widening communicative needs.
5. The language environment of the child
There have been a number of observational studies of the language addressed to small children by mothers, other adults or older children. These studies have shown that this so-called ‘caretaker speech’ has a number of characteristics which distinguish it from typical speech between adult. Foe example:
ü It is generally spoken more slowly and distinctly.
ü It contains shorter utterances.
ü It is more grammatical, with fewer broken sentences or false starts.
ü It contains fewer complex sentences (e.g. with two clauses).
ü There is less variety of tenses.
ü The range of vocabulary is more limited.
ü There is more repetition.
ü The speech is more closely related to the ‘here and now’
Caretaker speech seems particularly well suited to helping the cold to learn the rules and meanings of the language. It is clearer to perceive and simpler in structure; the child has time to become familiar with a limited range of language; and meaning is clarified by repetition. If this special kind of input is an important factor in the learning process, it may provide us with clues as to the kind of input that is most likely to facilitate second language learning.
Simplification could also make caretaker speech more suitable as a model for imitation. However, the role of imitation in the acquisition process is not clear. It seems that when children imitate an utterance they have just heard, they usually change it so that it conforms to the grammar (i.e. creative rules) that they themselves are operating at the time. Another aspect that needs to be taken into account is correction by the caretaker. The following excerpt illustrates how an adult’s attempt to correct a child’s error seems to be meaningless. (from Mitchell and Myles, 1998).
CHILD: Want other one spoon, Daddy
FATHER: You mean, you want THE OTHER SPOON
CHILD: Yes, I want other one spoon, please daddy.
FATHER: Can you say ‘the other spoon’?
CHILD: Other...one...spoon.
FATHER: Say...’other’
CHILD: Other
FATHER: ‘Spoon’
CHILD: Spoon
FATHER: Other...Spoon’
CHILD: Other...spoon. now give me other one spoon.
This famous example is typical of such attempts, and this child is neither slow in her development, not particularly stubborn; it is as if she cannot make the alternative proposed by her father fit within her current grammar. From the above explanation, the following characteristics emerge:
1. Children go through stages.
2. These stages are very similar across children for a given language, although the rate at which individual children progress through them is highly variable.
3. These stages are similar across language.
4. Child language is rule-governed and systematic, and the rules created by the child do not necessarily correspond to the adult ones.
5. Children are resistant to correction.
6. Children processing capacity limits the number of rules they can apply at any one time, and they will revert to earlier hypotheses when two or more rules compete.
B. Transcription of Development language acquisition in L1
Ø First participant is a mother
Ø Second participant is her daughter (Ade), she is two years old.
The conversation as follow:
(The setting is in the living room)
The baby was name Asyhpa, she old 2 years. Her mother named Nora elisa and her father named siswanto. And Asyhpa the firs child of her parent.
Mother: Ya Allah, bawa apa itu sayang?
Ade: Idon, idon... (Naming)
Mother: Bukan spidol, itu namanya stabilo.
Ade: Ini ya mah? (Showing a correction pen/tip-X) (Questioning)
Mother: Ini tip-X.
Ade: Iya
Mother: Ini tip-X. E, kamu tu megang pulpennya yang salah. Kan udah diajarin sama mamah gimana megangnya.
Ade: Diatas... (Locating)
Mother: Ha?
Ade: Diatas...
Mother: Iya diatas berdiri. Masa’ kayak gitu, coba puter.
Ade: Hm? (Questioning)
Mother: Diputer.
Ade: Hm?
Mother: Dipindah..
Ade: Hm?
Mother: Iya megangnya gimana? Sikin aja bisa megang koq.
Ade: Mana? (Questioning)
Mother: Megang pulpen Sikin. Sini, masa kebalik-kebalik gini ni ujungnya liat berdiriin dulu pulpennya, berdiri, pegang....Na.....
Ade: He...m....
Mother: Warna apa itu?
Ade: Warna itu...
Mother: Apa?
Ade: Warna olen. (Describing a thing)
Mother: Pinter warnanya itu...warna olen. Wa...Pinter.
Ade: Untuk apa ni mah? Untuk apa ini? (Questioning)
Mother: O....itu untuk ngapus.Itu namanya tip-X. Ade dapet ini dari siapa?
Ade:Hmmm
Mother: Ha?
Ade: Yang ini gimana ini? Gini? (Questioning)
Mother: Diapain?
Ade: Gini...
Mother: Diapain? Ya udah ade yang nyoba...tadi gimana megangnya? Salah megangnya.
Ade: Euh...ni...eh...
Mother: Diriin dulu
Ade: Diriin dulu... (Locating)
Mother: Nah, tu pinter.
Ade: Ni? (Questioning)
Mother: Bukan gitu, dia ini di pencet. Seeeetttt......tu keluar kan? Udah dipencet aja dikit-dikit.
Ade: Daaah....pencet... (Describing an event or situation)
Mother: Ada, dah keluar tu. Heuh. Udah, nanti kena sarung maza. Jangan kenceng-kenceng. Ini, ih. Bolong. Ni Ni kan udah putih ni. Ini kan buat ngapus ini.
Ade: Ihii..
Mother: Hee...
Ade: Ma...mana yang dipencet mana ma? (Questioning)
Mother: Ha?
Ade: Yang dipencet mana? (Questioning)
Mother: Yang dipencet?
Ade: Iya...
Mother: Yang dipencet ya yang tengah.
Ade: Ni? (Questioning)
Mother: Tengah sini maksudnya.
Ade: Hmh...
Mother: Megangnya, tu liat tangan dede putih tu. Putih kan? Duh, ga bisa ilang lho. Megangnya gimana sayang?
Ade:...............
Mother: Sholat yuk?
Ade: ........
Mother: Sholat yuk....
Ade: Minjem...minjem dulu...minjem... (Demanding or desiring)
Mother: Tutup...tutup...tutup...Bukan, bukan itu...
Ade: Gimanain? (Questioning)
Mother: Ini yang putih tutupnya kesini...ya tutup yang bener coba. Bisa ngga nutup?
Ade: Hm...Dipencet... (Describing an event or situation)
Mother: Dipencet?
Ade: Yang ini... (Describing a thing)
C. Analysis of Development Language Acquisition L1
The focus of analysis is the child; the aim is to analyze the language development of a child in acquiring her first language. Based on the conversation, the writer found some types of communicative functions that appeared in child speech during the conversation. Those communicative functions are:
1. Questioning
Questioning is the term when the children ask their parent or other person about something that they don’t understand.
Examples:
ð Ade: Ini ya mah? (Asking her mother whether something that she holds is a tip-marker).
ð Ade: Hm? (Indicating that she doesn’t understand about what her mother says to her).
ð Ade: Mana? (Asking her mother who can holds the pen correctly).
ð Ade: Untuk apa ni mah? Untuk apa ini? (Asking her mother about the function of a thing, in this case is correction pen/ tip-X).
ð Ade: Yang ini gimana ini? Gini? (Asking her mother how to use correction pen).
ð Ade: Ni? (Asking her mother whether the way she holds correction pen is correct).
ð Ade: Ma...mana yang dipencet mana ma? (Asking her mother what should be pressed in the correction pen).
ð Ade: Yang dipencet mana? (Asking her mother what should be pressed in the correction pen).
ð Ade: Ni? (Asking her mother whether the way she holds correction pen is correct).
ð Ade: Gimanain? (Asking her mother how to put the cap of correction pen).
2. Describing a thing
The term when the children describe about something to other person.
Examples:
ð Ade: Warna olen. (Describing the colour of a correction pen).
ð Ade: Yang ini... (Describing about the part of correction pen that should be presssed).
3. Describing an event or situation
The term when the children describe about an event or situation to other person.
Examples:
ð Ade: Daaah....pencet.. (Describing about something that she is doing with the correction pen).
ð Ade: Hm...Dipencet... (Describing about something that she is doing with her correction pen).
4. Naming
The term when the children give the name about a thing.
Example:
ð Ade: Idon, idon... (Naming something that she holds, she names stabilo as spidol/tip marker).
5. Locating
The term when the children locate or give the position about a thing.
Examples:
ð Ade: Diatas... (showing the position of the pen should be).
ð Ade: Diriin dulu... (showing the position of the pen should be).
6. Demanding or desiring
The term when the children want or ask something to other person.
Example:
ð Ade: Minjem...minjem dulu...minjem... (Indicating what she wants, she wants to borrow the correction pen).
CONCLUSION
1. Language that is learnt at the first time is called as the first language, native language or mother tongue.
2. There first stage of language development in the first language is telegraphic speech. Telegraphic can be defined as the early speech of the children.
3. There are some communicative functions performed by two-word utterances in the speech of children acquiring the language. They are:
location or naming, demanding or desiring, negating, describing an event or situation, indicating possession, describing a person or thing and questioning.
4. Based on her analysis of the children of two years old in development the first language, the writer found that at that level of age, the children showed six communicative functions in her speech. They are questioning, ascribing a thing, describing an event or situation, naming, locating and demanding or desiring. But in this case, that child mostly made questioning rather than the other communicative functions. It happens because in that level of age the children have a big curiosity and they become very critical to know about something new.
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