Grammatical Development

Question 1

WHEN DO CHILDREN LEARN GRAMMAR?

Answer 1

1. Until the two word stage, it is difficult to argue that children apply any grammar rules.
   a. For example, it’s kind of difficult to see if they are intentionally using the imperative.
2. As soon as they start to join words, they are applying rules about the order words go in

Question 2

How do children order their 2 words.

Answer 2

typically in correct grammatical order. “find dolly” and “can you find my dolly” have the same rough word order. Also good example for the content vs grammar stuff.
- Teddy kiss
o Teddy is kissing the cat
- Kiss teddy
o Child is kissing teddy

Question 3

How much do children in the 2 words stage say per utterance?

Answer 3

Also, at 2 word sentence stage there could be multiple sentences.
“Teddy floor. He sad.” Whole ass story being carried here through 2 word sentences in a cool and sensible order.

Question 4

Once children move into the telegraphic stage, what methods do they use to develop their utterances? give each step divided by slash and each word by finger space.

Answer 4

1 subject verb/ verb object/ subject verb object.
eg. daddy kick/ kick ball/ daddy kick ball.
2 verb object/ subject verb/ subject verb object.
eg. sit chair/ mummy sit/ mummy sit chair.
3 doing this but adding in a pronoun.
eg. get ball/ my ball/ get my ball.
4 doing this but adding an adjective.
eg. see kitty/ big kitty/ see big kitty.

all of these require semantic understanding to achieve (eg. adjectives but also the concept of possession)

Question 5

Who did the “simon” case (sign language L1)?

Answer 5

Singleton and Newport

Question 6

Singleton and Newport (4)

Answer 6

1. Demonstrate the function of Universal Grammar in their study of ‘Simon’.
2. Simon learned ASL as his L1 (sign language) from parents who had learned it as an L2 after puberty and provided him with imperfect models.
3. Results showed Simon learned normal and logical rules and was able to construct an organised linguistic system, despite being exposed to inconsistent input.
4. Chomsky developed UG to explain L1 acquisition data, but maintains it also applies to L2 learners who achieve near-native fluency not attributable solely to input and interaction.

Question 7

Who did the Wug Test?

Answer 7

Jean Berko-Gleason

Question 8

The Wug test (3)

Answer 8

1. She made up some nonsense words and asked children to apply grammatical rules.
   a. One Wug, two ??? (Wugs)
2. Proof that children are applying rules rather than just copying parents saying the plurals, possessives, etc.
3. Supports what Chomsky says because their LAD allows them to apply these rules rather than just imitation.

Question 9

WHY DO I NEED TO KNOW ABOUT MORPHEMES? (2)

Answer 9

1. Children learn the rules of morphemes as they develop their language, and they can often get them wrong (I eated it)
2. Morphology is key in understanding the formation of new words (neologisms)

Question 10

morpheme

Answer 10

the smallest grammatical unit of meaning.

Question 11

Bound morpheme

Answer 11

needs to be added to another morpheme to make sense

Question 12

Free morpheme

Answer 12

A morpheme that makes sense on it’s own

Question 13

Affix

Answer 13

A morpheme that can be added to the end or beginning of a word.

Question 14

Prefix

Answer 14

Affix at the beginning of a word

Question 15

Suffix

Answer 15

affix at the beginning of a word

Question 16

Inflectional Affixes

Answer 16

a. They change the tense or number.
b. For example, the bound morpheme –s is an inflectional suffix which changes a noun to plural

Question 17

compound word

Answer 17

Where two words, usually just one morpheme(as in the words only have 1 in them each?), are joined together. Like “tea-pot”

Question 18

the smallest grammatical unit of meaning.

Answer 18

morpheme

Question 19

needs to be added to another morpheme to make sense

Answer 19

Bound morpheme

Question 20

A morpheme that makes sense on it’s own

Answer 20

Free morpheme

Question 21

A morpheme that can be added to the end or beginning of a word.

Answer 21

Affix

Question 22

Affix at the beginning of a word

Answer 22

Prefix

Question 23

affix at the end of a word

Answer 23

Suffix

Question 24

a. They change the tense or number.
b. For example, the bound morpheme –s is one which changes a noun to plural

Answer 24

Inflectional Affixes

Question 25

Where two words, usually just one morpheme, are joined together. Like “tea-pot”

Answer 25

compound word

Question 26

TYPES OF NEW WORD FORMATION (DERIVATIONAL MORPHOLOGY) (3)

Answer 26

1. Compounding
2. Conversion
3. Affixation

Question 27

TYPES OF NEW WORD FORMATION (DERIVATIONAL MORPHOLOGY) (3)
1. Compounding

Answer 27

a. ‘horsey-man’
b. (man who rides the horse)
c. Add word together

Question 28

TYPES OF NEW WORD FORMATION (DERIVATIONAL MORPHOLOGY) (3)
2. Conversion

Answer 28

a. ‘I jammed the toast’
b. I mean you can butter your toast…

Question 29

TYPES OF NEW WORD FORMATION (DERIVATIONAL MORPHOLOGY) (3)
3. Affixation

Answer 29

a. ‘It’s crowdy in here’

Question 30

Overgeneralisation

Answer 30

applying grammar rules when they shouldn’t
a. e.g. “I drawed” should be “I drew”

Question 31

Irregular verb

Answer 31

= verb that doesn’t follow the regular rules for having tenses applied to it
a. e.g. awoke, buy, bring, build, feel, go

Question 32

Pluralisation

Answer 32

= adding the suffix ‘s’ to a word to indicate that there is more than one
a. e.g. “animal” to “animals”, “car” to “cars”

Question 33

Virtuous Errors

Answer 33

a. An error that shows a child trying to apply the correct grammar

Question 34

Verb disagreement

Answer 34

a. When verb and nouns don’t match up somehow (there were a man)

Question 35

Tautology

Answer 35

a. Adding additional unnecessary words.

Question 36

Ursula Bellugi Theory Gen:

Answer 36

Negation- how do children form a negative. Her theory of how children learn to negate.

Question 37

Bellugi negation steps:

Answer 37

1. They put ‘no’ at the start of the sentence.
   ‘No wear my shoes.’
2. They move ‘no’ inwards into the sentence
   ‘I no wear my shoes.’
3. They add the ‘no’ to the verb to form a negative
   ‘I don’t want to wear my shoes’

Question 38

PRONOUN USE (3)

Answer 38

1. Use of name in place of pronoun.
   a. ‘Maisie have some.’
2. Use of ‘me’ as a subject to replace name.
   a. ‘Me have some.’
3. Use of ‘I’ as subject in standard way.
   a. ‘I have some.’ (and later ‘I would like some’)