{"id":516,"date":"2021-01-13T17:04:20","date_gmt":"2021-01-13T22:04:20","guid":{"rendered":"http:\/\/opentextbooks.concordia.ca\/lifespandevelopment\/?post_type=chapter&p=516"},"modified":"2021-03-11T08:45:18","modified_gmt":"2021-03-11T13:45:18","slug":"4-15-language-development","status":"publish","type":"chapter","link":"https:\/\/opentextbooks.concordia.ca\/lifespandevelopment\/chapter\/4-15-language-development\/","title":{"raw":"4.15: Language Development","rendered":"4.15: Language Development"},"content":{"raw":"Vocabulary growth: <\/strong>A child\u2019s vocabulary expands between the ages of two to six from about 200 words to over 10,000 words. This \u201cvocabulary spurt\u201d typically involves 10-20 new words per week and is accomplished through a process called fast-mapping<\/strong>. Words are easily learned by making connections between new words and concepts already known<\/em>. The parts of speech that are learned depend on the language and what is emphasized. Children speaking verb-friendly languages, such as Chinese and Japanese, learn verbs more readily, while those speaking English tend to learn nouns more readily. However, those learning less verb-friendly languages, such as English, seem to need assistance in grammar to master the use of verbs (Imai et al., 2008).\r\n\r\nLiteral meanings: <\/strong>Children can repeat words and phrases after having heard them only once or twice, but they do not always understand the meaning of the words or phrases. This is especially true of expressions or figures of speech which are taken literally. For example, a classroom full of preschoolers hears the teacher say, \u201cWow! That was a piece of cake!\u201d The children began asking \u201cCake? Where is my cake? I want cake!\u201d\r\n\r\nOverregularization: <\/strong>Children learn rules of grammar as they learn language but may apply these rules inappropriately at first. For instance, a child learns to add \u201ced\u201d to the end of a word to indicate past tense. Then form a sentence such as \u201cI goed there. I doed that.\u201d This is typical at ages two and three. They will soon learn new words such as \u201cwent\u201d and \u201cdid\u201d to be used in those situations.\r\n\r\nThe Impact of Training: <\/strong>Remember Vygotsky and the Zone of Proximal Development? Children can be assisted in learning language by others who listen attentively, model more accurate pronunciations and encourage elaboration. The child exclaims, \u201cI\u2019m goed there!\u201d and the adult responds, \u201cYou went there? Say, \u2018I went there.\u2019 Where did you go?\u201d Children may be ripe for language as Chomsky suggests, but active participation in helping them learn is important for language development as well. The process of scaffolding is one in which the guide provides needed assistance to the child as a new skill is learned.","rendered":"

Vocabulary growth: <\/strong>A child\u2019s vocabulary expands between the ages of two to six from about 200 words to over 10,000 words. This \u201cvocabulary spurt\u201d typically involves 10-20 new words per week and is accomplished through a process called fast-mapping<\/strong>. Words are easily learned by making connections between new words and concepts already known<\/em>. The parts of speech that are learned depend on the language and what is emphasized. Children speaking verb-friendly languages, such as Chinese and Japanese, learn verbs more readily, while those speaking English tend to learn nouns more readily. However, those learning less verb-friendly languages, such as English, seem to need assistance in grammar to master the use of verbs (Imai et al., 2008).<\/p>\n

Literal meanings: <\/strong>Children can repeat words and phrases after having heard them only once or twice, but they do not always understand the meaning of the words or phrases. This is especially true of expressions or figures of speech which are taken literally. For example, a classroom full of preschoolers hears the teacher say, \u201cWow! That was a piece of cake!\u201d The children began asking \u201cCake? Where is my cake? I want cake!\u201d<\/p>\n

Overregularization: <\/strong>Children learn rules of grammar as they learn language but may apply these rules inappropriately at first. For instance, a child learns to add \u201ced\u201d to the end of a word to indicate past tense. Then form a sentence such as \u201cI goed there. I doed that.\u201d This is typical at ages two and three. They will soon learn new words such as \u201cwent\u201d and \u201cdid\u201d to be used in those situations.<\/p>\n

The Impact of Training: <\/strong>Remember Vygotsky and the Zone of Proximal Development? Children can be assisted in learning language by others who listen attentively, model more accurate pronunciations and encourage elaboration. The child exclaims, \u201cI\u2019m goed there!\u201d and the adult responds, \u201cYou went there? Say, \u2018I went there.\u2019 Where did you go?\u201d Children may be ripe for language as Chomsky suggests, but active participation in helping them learn is important for language development as well. The process of scaffolding is one in which the guide provides needed assistance to the child as a new skill is learned.<\/p>\n","protected":false},"author":48,"menu_order":15,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-516","chapter","type-chapter","status-publish","hentry"],"part":438,"_links":{"self":[{"href":"https:\/\/opentextbooks.concordia.ca\/lifespandevelopment\/wp-json\/pressbooks\/v2\/chapters\/516","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/opentextbooks.concordia.ca\/lifespandevelopment\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/opentextbooks.concordia.ca\/lifespandevelopment\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/lifespandevelopment\/wp-json\/wp\/v2\/users\/48"}],"version-history":[{"count":2,"href":"https:\/\/opentextbooks.concordia.ca\/lifespandevelopment\/wp-json\/pressbooks\/v2\/chapters\/516\/revisions"}],"predecessor-version":[{"id":2170,"href":"https:\/\/opentextbooks.concordia.ca\/lifespandevelopment\/wp-json\/pressbooks\/v2\/chapters\/516\/revisions\/2170"}],"part":[{"href":"https:\/\/opentextbooks.concordia.ca\/lifespandevelopment\/wp-json\/pressbooks\/v2\/parts\/438"}],"metadata":[{"href":"https:\/\/opentextbooks.concordia.ca\/lifespandevelopment\/wp-json\/pressbooks\/v2\/chapters\/516\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/opentextbooks.concordia.ca\/lifespandevelopment\/wp-json\/wp\/v2\/media?parent=516"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/lifespandevelopment\/wp-json\/pressbooks\/v2\/chapter-type?post=516"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/lifespandevelopment\/wp-json\/wp\/v2\/contributor?post=516"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/opentextbooks.concordia.ca\/lifespandevelopment\/wp-json\/wp\/v2\/license?post=516"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}