Deb Roy said that adults unconsciously converge towards the child's language.
People often talk to babies as if they can understand them
Face to face communication is vital for children, using sight almost as much as sound when communicating
18 months - about 50 words, mostly context dependent ( thank you, nouns, politeness strategies)
People often use onomatopoeia with children
Nursery rhymes give children their first experience of talking for an extended amount of time - teaches them complex syntax
Possessive language by 3
Aware of external influences by 5 and often going on tangents (side sequences)
Wednesday, 24 September 2014
Lou and Ruby - Transcript (Annotated)
Lou: shall we take your jacket off
-Shall-politeness strategy, modal auxiliary verb
-Demonstrating influential power. Asking the child even though they're going to do it either way
Ruby: it's not a jacket it's a coat
Lou: oh (.) sorry (.) shall we take your COAT off then
-Repeating 'coat' reinforces ruby's expanding language, encouraging the use of new words
Ruby: mmm
Lou: are you going to be a bossy boots all morning
-Bossy boots- Alliteration, pre-modified noun, mostly gender exclusive as girls aren't supposed to be bossy. converging to the childs language
Ruby: [nods & laughs] (3.0) what's up wiv Felma
-what's- contraction
-wiv- phonological problems with 'th'
Lou: Thelma [questioning intonation] (1.0) oh (.) she's been a silly girl (1.0) she's been
-fighting
-thelma- corrects ruby's pronunciation
-silly girl- pre-modified noun, girls aren't supposed to fight
Ruby: what did it (.) what what was it (.) em Simba bitted by a dog
-repeats the start of her sentence before getting it right and saying it
-bitted- applied a regular simple past to an irregular verb, Chomsky, Jean Berko Gleason
Lou: Simba got bitten by a do::g [questioning intonation] oh no is he all right
bitten- showing ruby the correct way to say it
Ruby: yeh
Lou: yes
-yes- all the time subtly correcting ruby's language
Ruby: he's better now
Lou: is he better now (.) the vet looked after him [questioning intonation] (2.0)
-Interrogative syntax to direct the conversation
-doesn't use imperatives
Ruby: no we took him to the bets two times but he's better
-bets- struggling with 'v' Assimilation, changing the consonant at the start of the word to make it -easier to say
Lou: he's better [questioning intonation] oh that's good (.) Thelma's getting better
Ruby: Sim (.) Simba
-slept on my (2.0) Fergal and Simba slept on my bed
-Ruby interupts lou, flouting grice's maxim, still getting the hang of adjacency pairs
Lou: oh (.) last night [questioning intonation]
Ruby: yeh
Lou: is there room on your bed for two pussy cats and you
Ruby: yes
Lou: is there (.) do they not get (.) do you not get pushed out of bed every night by two big
pussy cats
Ruby: no
Lou: they're almost as big as you your cats (1.0) shall we have some jam on toast
Ruby: yes
Lou: would you like some apple juice as well
Ruby: yes
-Repeatedly using simple one word sentences, letting the adult lead the conversation
Lou: what would you like first
Ruby: apple juice
Lou: apple juice (.) a little glass [questioning intonation]
Ruby: yes
Lou: yes (1.0)
Ruby: big girls have glass don't they
Lou: yes (.) big girls have glasses (.) it's all I've got (.) glasses (2.0)
Ruby: grandma has glass and cups
Lou: grandma has glass and cups does she (.) and what do you have at grandma's (1.0)
Ruby: apple juice and orange
Lou: apple juice and orange (.) there we go (.) where are you going to sit to have this (.)
do you want to sit at the table
apple juice and orange- Lou is constantly repeating what ruby says
Ruby: I'll sit (.) I want to sit in the room
Ruby can construct past, present and future tense sentences, showing her age and the stage of language acquisition she is in
Lou: oo:: no (.) not with your apple juice
Ruby: only wiz my toast (2.0)
my toast- possessive language
Lou: sit here and I'll move my things out of the way
Ruby: only in (.) only wiz my toast
Lou: okay (.) there you go (1.0) can you manage
Ruby: Mummy got (3.0) Mummy's moved a bed
'a' bed- indefinite article
Lou: Mummy's moved her bed or your bed [questioning intonation] (2.0)
Ruby: her bed (.)
Lou: right (.) where's she moved it to
Ruby: (3.0) that (.) bit [pointing left]
Lou: that bit [laughs]
Ruby: then the baby's mattress is (.) on that bit [pointing right]
Lou: a::h I see:: (1.0) so Mummy's moved her bed so she can fit the bed in for the baby (.)
you excited about the baby [questioning intonation]
She repeats what ruby has said, to maybe show her how to put it more coherently
Ruby: (2.0) it's coming after Christmas
Lou: after Christmas (.) is Father Christmas going to bring it
Ruby: no (.) Mummy's made it
Lou: [laughs] Mummy's made it has she (.) she's clever your Mummy isn't she
Ruby: we don't know how she made it cos the books shows us (.) how's it (.) she made it
Lou: oh right (.) has she read the book with you (1.0) or are you getting a book
Ruby: (2.0) we haven't got a book about the baby we getting a book
Lou: are you looking forward to the baby (.) do you want a baby brother or a baby sister
Ruby: (3.0) I want a girl
Lou: a girl (2.0)
Ruby: I want to call it Dora
Lou: [laughs] Dora (.) after Dora the Explorer
Ruby: and when she gets bigger (.) she (.) she can explorer [laughs]
Lou: [laughs] when she gets bigger she can be an explorer
Ruby: no (.) Mum said when we at Sun (.) Sunday dinner (.) she'll be adorable [laughs]
-Shall-politeness strategy, modal auxiliary verb
-Demonstrating influential power. Asking the child even though they're going to do it either way
Ruby: it's not a jacket it's a coat
Lou: oh (.) sorry (.) shall we take your COAT off then
-Repeating 'coat' reinforces ruby's expanding language, encouraging the use of new words
Ruby: mmm
Lou: are you going to be a bossy boots all morning
-Bossy boots- Alliteration, pre-modified noun, mostly gender exclusive as girls aren't supposed to be bossy. converging to the childs language
Ruby: [nods & laughs] (3.0) what's up wiv Felma
-what's- contraction
-wiv- phonological problems with 'th'
Lou: Thelma [questioning intonation] (1.0) oh (.) she's been a silly girl (1.0) she's been
-fighting
-thelma- corrects ruby's pronunciation
-silly girl- pre-modified noun, girls aren't supposed to fight
Ruby: what did it (.) what what was it (.) em Simba bitted by a dog
-repeats the start of her sentence before getting it right and saying it
-bitted- applied a regular simple past to an irregular verb, Chomsky, Jean Berko Gleason
Lou: Simba got bitten by a do::g [questioning intonation] oh no is he all right
bitten- showing ruby the correct way to say it
Ruby: yeh
Lou: yes
-yes- all the time subtly correcting ruby's language
Ruby: he's better now
Lou: is he better now (.) the vet looked after him [questioning intonation] (2.0)
-Interrogative syntax to direct the conversation
-doesn't use imperatives
Ruby: no we took him to the bets two times but he's better
-bets- struggling with 'v' Assimilation, changing the consonant at the start of the word to make it -easier to say
Lou: he's better [questioning intonation] oh that's good (.) Thelma's getting better
Ruby: Sim (.) Simba
-slept on my (2.0) Fergal and Simba slept on my bed
-Ruby interupts lou, flouting grice's maxim, still getting the hang of adjacency pairs
Lou: oh (.) last night [questioning intonation]
Ruby: yeh
Lou: is there room on your bed for two pussy cats and you
Ruby: yes
Lou: is there (.) do they not get (.) do you not get pushed out of bed every night by two big
pussy cats
Ruby: no
Lou: they're almost as big as you your cats (1.0) shall we have some jam on toast
Ruby: yes
Lou: would you like some apple juice as well
Ruby: yes
-Repeatedly using simple one word sentences, letting the adult lead the conversation
Lou: what would you like first
Ruby: apple juice
Lou: apple juice (.) a little glass [questioning intonation]
Ruby: yes
Lou: yes (1.0)
Ruby: big girls have glass don't they
Lou: yes (.) big girls have glasses (.) it's all I've got (.) glasses (2.0)
Ruby: grandma has glass and cups
Lou: grandma has glass and cups does she (.) and what do you have at grandma's (1.0)
Ruby: apple juice and orange
Lou: apple juice and orange (.) there we go (.) where are you going to sit to have this (.)
do you want to sit at the table
apple juice and orange- Lou is constantly repeating what ruby says
Ruby: I'll sit (.) I want to sit in the room
Ruby can construct past, present and future tense sentences, showing her age and the stage of language acquisition she is in
Lou: oo:: no (.) not with your apple juice
Ruby: only wiz my toast (2.0)
my toast- possessive language
Lou: sit here and I'll move my things out of the way
Ruby: only in (.) only wiz my toast
Lou: okay (.) there you go (1.0) can you manage
Ruby: Mummy got (3.0) Mummy's moved a bed
'a' bed- indefinite article
Lou: Mummy's moved her bed or your bed [questioning intonation] (2.0)
Ruby: her bed (.)
Lou: right (.) where's she moved it to
Ruby: (3.0) that (.) bit [pointing left]
Lou: that bit [laughs]
Ruby: then the baby's mattress is (.) on that bit [pointing right]
Lou: a::h I see:: (1.0) so Mummy's moved her bed so she can fit the bed in for the baby (.)
you excited about the baby [questioning intonation]
She repeats what ruby has said, to maybe show her how to put it more coherently
Ruby: (2.0) it's coming after Christmas
Lou: after Christmas (.) is Father Christmas going to bring it
Ruby: no (.) Mummy's made it
Lou: [laughs] Mummy's made it has she (.) she's clever your Mummy isn't she
Ruby: we don't know how she made it cos the books shows us (.) how's it (.) she made it
Lou: oh right (.) has she read the book with you (1.0) or are you getting a book
Ruby: (2.0) we haven't got a book about the baby we getting a book
Lou: are you looking forward to the baby (.) do you want a baby brother or a baby sister
Ruby: (3.0) I want a girl
Lou: a girl (2.0)
Ruby: I want to call it Dora
Lou: [laughs] Dora (.) after Dora the Explorer
Ruby: and when she gets bigger (.) she (.) she can explorer [laughs]
Lou: [laughs] when she gets bigger she can be an explorer
Ruby: no (.) Mum said when we at Sun (.) Sunday dinner (.) she'll be adorable [laughs]
Grice's Maxims
- The maxim of quantity, where one tries to be as informative as one possibly can, and gives as much information as is needed, and no more.
- The maxim of quality, where one tries to be truthful, and does not give information that is false or that is not supported by evidence.
- The maxim of relation, where one tries to be relevant, and says things that are pertinent to the discussion.
- The maxim of manner, when one tries to be as clear, as brief, and as orderly as one can in what one says, and where one avoids obscurity and ambiguity.
As the maxims stand, there may be an overlap, as regards the length of what one says, between the maxims of quantity and manner; this overlap can be explained (partially if not entirely) by thinking of the maxim of quantity (artificial though this approach may be) in terms of units of information. In other words, if the listener needs, let us say, five units of information from the speaker, but gets less, or more than the expected number, then the speaker is breaking the maxim of quantity. However, if the speaker gives the five required units of information, but is either too curt or long-winded in conveying them to the listener, then the maxim of manner is broken. The dividing line however, may be rather thin or unclear, and there are times when we may say that both the maxims of quantity and quality are broken by the same factors.
Lou and Ruby - Transcript
Text A is a transcript of Ruby (3 years 4 months) with her Auntie Lou. Ruby has just
arrived at her aunt’s house and they are in the kitchen. Thelma, Fergal and Simba
are cats.
Referring in detail to the transcript and to relevant ideas from language study, analyse
Key: (.) indicates a normal pause.
Numbers within brackets indicate length of pause in seconds.
Words between vertical lines are spoken simultaneously.
:: indicates elongated sounds.
Words in capitals indicate an increase in volume.
Other contextual information is in italics in square brackets.
Text A
Lou: shall we take your jacket off
Ruby: it's not a jacket it's a coat
Lou: oh (.) sorry (.) shall we take your COAT off then
Ruby: mmm
Lou: are you going to be a bossy boots all morning
Ruby: [nods & laughs] (3.0) what's up wiv Felma
Lou: Thelma [questioning intonation] (1.0) oh (.) she's been a silly girl (1.0) she's been
fighting
Ruby: what did it (.) what what was it (.) em Simba bitted by a dog
Lou: Simba got bitten by a do::g [questioning intonation] oh no is he all right
Ruby: yeh
Lou: yes
Ruby: he's better now
Lou: is he better now (.) the vet looked after him [questioning intonation] (2.0)
Ruby: no we took him to the bets two times but he's better
Lou: he's better [questioning intonation] oh that's good (.) Thelma's getting better
Ruby: Sim (.) Simba
slept on my (2.0) Fergal and Simba slept on my bed
Lou: oh (.) last night [questioning intonation]
Ruby: yeh
Lou: is there room on your bed for two pussy cats and you
Ruby: yes
Lou: is there (.) do they not get (.) do you not get pushed out of bed every night by two big
pussy cats
Ruby: no
Lou: they're almost as big as you your cats (1.0) shall we have some jam on toast
Ruby: yes
Lou: would you like some apple juice as well
Ruby: yes
Lou: what would you like first
Ruby: apple juice
Lou: apple juice (.) a little glass [questioning intonation]
Ruby: yes
Lou: yes (1.0)
Ruby: big girls have glass don't they
Lou: yes (.) big girls have glasses (.) it's all I've got (.) glasses (2.0)
Ruby: grandma has glass and cups
Lou: grandma has glass and cups does she (.) and what do you have at grandma's (1.0)
Ruby: apple juice and orange
Lou: apple juice and orange (.) there we go (.) where are you going to sit to have this (.)
do you want to sit at the table
Ruby: I'll sit (.) I want to sit in the room
Lou: oo:: no (.) not with your apple juice
Ruby: only wiz my toast (2.0)
Lou: sit here and I'll move my things out of the way
Ruby: only in (.) only wiz my toast
Lou: okay (.) there you go (1.0) can you manage
Ruby: Mummy got (3.0) Mummy's moved a bed
Lou: Mummy's moved her bed or your bed [questioning intonation] (2.0)
Ruby: her bed (.)
Lou: right (.) where's she moved it to
Ruby: (3.0) that (.) bit [pointing left]
Lou: that bit [laughs]
Ruby: then the baby's mattress is (.) on that bit [pointing right]
Lou: a::h I see:: (1.0) so Mummy's moved her bed so she can fit the bed in for the baby (.)
you excited about the baby [questioning intonation]
Ruby: (2.0) it's coming after Christmas
Lou: after Christmas (.) is Father Christmas going to bring it
Ruby: no (.) Mummy's made it
Lou: [laughs] Mummy's made it has she (.) she's clever your Mummy isn't she
Ruby: we don't know how she made it cos the books shows us (.) how's it (.) she made it
Lou: oh right (.) has she read the book with you (1.0) or are you getting a book
Ruby: (2.0) we haven't got a book about the baby we getting a book
Lou: are you looking forward to the baby (.) do you want a baby brother or a baby sister
Ruby: (3.0) I want a girl
Lou: a girl (2.0)
Ruby: I want to call it Dora
Lou: [laughs] Dora (.) after Dora the Explorer
Ruby: and when she gets bigger (.) she (.) she can explorer [laughs]
Lou: [laughs] when she gets bigger she can be an explorer
Ruby: no (.) Mum said when we at Sun (.) Sunday dinner (.) she'll be adorable [laughs]
arrived at her aunt’s house and they are in the kitchen. Thelma, Fergal and Simba
are cats.
Referring in detail to the transcript and to relevant ideas from language study, analyse
the language used by children and their caregivers.
(48 marks)
Key: (.) indicates a normal pause.
Numbers within brackets indicate length of pause in seconds.
Words between vertical lines are spoken simultaneously.
:: indicates elongated sounds.
Words in capitals indicate an increase in volume.
Other contextual information is in italics in square brackets.
Text A
Lou: shall we take your jacket off
Ruby: it's not a jacket it's a coat
Lou: oh (.) sorry (.) shall we take your COAT off then
Ruby: mmm
Lou: are you going to be a bossy boots all morning
Ruby: [nods & laughs] (3.0) what's up wiv Felma
Lou: Thelma [questioning intonation] (1.0) oh (.) she's been a silly girl (1.0) she's been
fighting
Ruby: what did it (.) what what was it (.) em Simba bitted by a dog
Lou: Simba got bitten by a do::g [questioning intonation] oh no is he all right
Ruby: yeh
Lou: yes
Ruby: he's better now
Lou: is he better now (.) the vet looked after him [questioning intonation] (2.0)
Ruby: no we took him to the bets two times but he's better
Lou: he's better [questioning intonation] oh that's good (.) Thelma's getting better
Ruby: Sim (.) Simba
slept on my (2.0) Fergal and Simba slept on my bed
Lou: oh (.) last night [questioning intonation]
Ruby: yeh
Lou: is there room on your bed for two pussy cats and you
Ruby: yes
Lou: is there (.) do they not get (.) do you not get pushed out of bed every night by two big
pussy cats
Ruby: no
Lou: they're almost as big as you your cats (1.0) shall we have some jam on toast
Ruby: yes
Lou: would you like some apple juice as well
Ruby: yes
Lou: what would you like first
Ruby: apple juice
Lou: apple juice (.) a little glass [questioning intonation]
Ruby: yes
Lou: yes (1.0)
Ruby: big girls have glass don't they
Lou: yes (.) big girls have glasses (.) it's all I've got (.) glasses (2.0)
Ruby: grandma has glass and cups
Lou: grandma has glass and cups does she (.) and what do you have at grandma's (1.0)
Ruby: apple juice and orange
Lou: apple juice and orange (.) there we go (.) where are you going to sit to have this (.)
do you want to sit at the table
Ruby: I'll sit (.) I want to sit in the room
Lou: oo:: no (.) not with your apple juice
Ruby: only wiz my toast (2.0)
Lou: sit here and I'll move my things out of the way
Ruby: only in (.) only wiz my toast
Lou: okay (.) there you go (1.0) can you manage
Ruby: Mummy got (3.0) Mummy's moved a bed
Lou: Mummy's moved her bed or your bed [questioning intonation] (2.0)
Ruby: her bed (.)
Lou: right (.) where's she moved it to
Ruby: (3.0) that (.) bit [pointing left]
Lou: that bit [laughs]
Ruby: then the baby's mattress is (.) on that bit [pointing right]
Lou: a::h I see:: (1.0) so Mummy's moved her bed so she can fit the bed in for the baby (.)
you excited about the baby [questioning intonation]
Ruby: (2.0) it's coming after Christmas
Lou: after Christmas (.) is Father Christmas going to bring it
Ruby: no (.) Mummy's made it
Lou: [laughs] Mummy's made it has she (.) she's clever your Mummy isn't she
Ruby: we don't know how she made it cos the books shows us (.) how's it (.) she made it
Lou: oh right (.) has she read the book with you (1.0) or are you getting a book
Ruby: (2.0) we haven't got a book about the baby we getting a book
Lou: are you looking forward to the baby (.) do you want a baby brother or a baby sister
Ruby: (3.0) I want a girl
Lou: a girl (2.0)
Ruby: I want to call it Dora
Lou: [laughs] Dora (.) after Dora the Explorer
Ruby: and when she gets bigger (.) she (.) she can explorer [laughs]
Lou: [laughs] when she gets bigger she can be an explorer
Ruby: no (.) Mum said when we at Sun (.) Sunday dinner (.) she'll be adorable [laughs]
Wednesday, 10 September 2014
Melodic Utterance
at 9-18 months, comes the MELODIC UTTERANCE STAGE, when children pick up the melody,
rhythm and intonation of their mother tongue. At this point a child will sound as if
she is talking despite the lack of actual words.
For example, one child used the rhythm
and melody of ‘tum
ti tum tumtum’ to
ask for a game of ‘Round and round the garden’, whilst others can be heard to
copy the rise and fall intonation of all-gone. (Crystal, 1986)
Pragmatics
PRAGMATICS:
non-verbal language also develops a great deal in this month.
At around 9 months children use gesture and body language a great deal.
This shows that the child is acquiring a good understanding of the language she cannot yet express verbally
At around 9 months children use gesture and body language a great deal.
This shows that the child is acquiring a good understanding of the language she cannot yet express verbally
Babbling
BABBLING
STAGE,
when the sounds become less varied but more frequent and stable
www.youtube.com/watch?v=13hRsyEbX4Q
www.youtube.com/watch?v=13hRsyEbX4Q
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