SECOND LANGUAGE ACQUISITION
THE ANALYSIS OF BABY TALK
BY:
Umi Rizkilah 0813042012
ENGLISH DEPARTEMENT
 |
ENGLISH EDUCATION STUDY PROGRAM
ARTS AND LANGUAGE EDUCATION DEPARTEMENT
SCHOOL OF EDUCATION AND PEDAGOGY
UNIVERSITY OF LAMPUNG
2011
Table of content:
Chapter 1
1.1 Background
1.2 Definition of baby talk
1.3How do the Childern Acquire the language
1.4Language Development
Chapter 2
2.1Literature review
2.2Use with infants
2.3Aid to cognitive development
2.3Aid to cognitive development
2.4Questions regarding universality
2.5Flirtatious baby talk
2.6Baby talk with pets
Chapter 3
3.1 Data colecting technique
3.1Analysis the data
3.2conclusion
Chapter 1
1.1 Background
Baby talk, also referred to as caretaker speech, infant-directed talk (IDT) or child-directed speech (CDS)[1][2][3][4] and informally as "motherese", "parentese", or "mommy 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 also used by people when talking to their pets, and between adults as a form of affection, intimacy, bullying or pat
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.
Child-directed speech or CDS is the term preferred by researchers, psychologists and child development professionals.
Caregiver language is also sometimes used.
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.
Child-directed speech or CDS is the term preferred by researchers, psychologists and child development professionals.
Caregiver language is also sometimes used.
1.2 Definition of Baby Talk
Baby talk, also referred to as caretaker speech, infant-directed talk (IDT) or child-directed speech (CDS) and informally as "motherese", "parentese", or "mommy talk"), is a nonstandard form of speech used by adults in talking to toddlers and infants.
Baby communication happens along several channels, including those of sight and touch. But perhaps the most obvious way that parents communicate with their infants is by talking to them. Call it “baby talk,” “motherese,” or “infant-directed speech” (IDS), this style of speaking isn’t about repeating nonsense words or imitating the baby’s attempts to talk. It’s about using the same words we use in regular speech—-but with distinctive modifications that make the message more clear.Indeed, this special form of baby communication may be designed to
• get the baby’s attention
• convey clear emotional signals
1.3 How do Children Acquire the Language
Do parents teach the children to talk?
No. Children acquire language quickly, easily, and without effort or formal teaching. It happens automatically, whether their parents try to teach them or not.
Although parents or other caretakers don't teach their children to speak, they do perform an important role by talking to their children. Children who are never spoken to will not acquire language. And the language must be used for interaction with the child; for example, a child who regularly hears language on the TV or radio but nowhere else will not learn to talk.
Children acquire language through interaction - not only with their parents and other adults, but also with other children. All normal children who grow up in normal households, surrounded by conversation, will acquire the language that is being used around them. And it is just as easy for a child to acquire two or more languages at the same time, as long as they are regularly interacting with speakers of those languages.
The special way in which many adults speak to small children also helps them to acquire language. Studies show that the 'baby talk' that adults naturally use with infants and toddlers tends to always be just a bit ahead of the level of the child's own language development, as though pulling the child along. This 'baby talk' has simpler vocabulary and sentence structure than adult language, exaggerated intonation and sounds, and lots of repetition and questions. All of these features help the child to sort out the meanings, sounds, and sentence patterns of his or her language.
No. Children acquire language quickly, easily, and without effort or formal teaching. It happens automatically, whether their parents try to teach them or not.
Although parents or other caretakers don't teach their children to speak, they do perform an important role by talking to their children. Children who are never spoken to will not acquire language. And the language must be used for interaction with the child; for example, a child who regularly hears language on the TV or radio but nowhere else will not learn to talk.
Children acquire language through interaction - not only with their parents and other adults, but also with other children. All normal children who grow up in normal households, surrounded by conversation, will acquire the language that is being used around them. And it is just as easy for a child to acquire two or more languages at the same time, as long as they are regularly interacting with speakers of those languages.
The special way in which many adults speak to small children also helps them to acquire language. Studies show that the 'baby talk' that adults naturally use with infants and toddlers tends to always be just a bit ahead of the level of the child's own language development, as though pulling the child along. This 'baby talk' has simpler vocabulary and sentence structure than adult language, exaggerated intonation and sounds, and lots of repetition and questions. All of these features help the child to sort out the meanings, sounds, and sentence patterns of his or her language.
1.4 Language Development
Language develops at different rates in different children, but most children follow this pattern:
Birth
When babies are born, they can already respond to the rhythm of language. They can recognize stress, pace, and the rise and fall of pitch.
Six Months
As early as four months, infants can distinguish between language sounds and other noise, like the difference between a spoken word and a clap. By six months, babies have begun to babble and coo and that is the first sign that the baby is learning language. Babies are now capable of making all the sounds in all the languages of the world, but by the time they are a year old, they will have dropped the sounds that aren’t part of the language they are learning.
Eight Months
Babies can now recognize groups of sounds and can distinguish one group of sounds from another. They can tell where one group ends and another begins. That is word boundary recognition. Although they recognize these sound groups as words, they may not know what the words mean.
Twelve Months
At this point, children are able to attach meanings to words, and once they can do that, they can begin to build a vocabulary. They begin to mimic new words they hear and by the time they are twelve months old will have a vocabulary of around fifty words.
Eighteen Months
In order to communicate, children must know how to use the words they are learning. In this stage of language development, children are able to recognize the difference between nouns and verbs. Generally, the first words in a child’s vocabulary are nouns.
Twenty-Four Months
At this stage children have begun to recognize more than nouns and verbs and understand basic sentence structure. They can use pronouns, for example, and know the right order of words in a sentence and can create simple sentences like "Me cookie?" (Which means "May I have a cookie?")
Thirty to Thirty-Six Months
By this age, about 90% of what children say is grammatically correct. The mistakes they make are usually mistakes like adding -ed to irregular verbs to form the past tense. For example, they might say "I falled down" instead of "I fell down." They have learned the grammatical rule to form the past tense by adding -ed to a verb, but have not yet learned the exceptions to the rule.
Further Language Development and Gifted Children
Children continue to expand their vocabulary and develop more complex language. Their language use really doesn’t completely resemble adult language until they reach around age eleven. That’s when children are able to use what are called although-type sentences. Those are sentences that show a concession: Even though the man was tired, he kept working. Young children would be likely to say “The man was tired, but he kept working.”
Verbally gifted children often go through these stages more quickly than other children. Some go through the stages so quickly that they seem to skip right over some of them. It is not unusual for a gifted child to babble and coo and then be relatively silent. By age one they are not mimicking words and by age two they are not using even simple sentences. They may be saying "ma-ma" and "da-da," and a few other words, but not much more. Then suddenly, at 26 months, the child begins speaking in complete, grammatically correct sentences like a three-year-old. Other verbally gifted kids may be using sentences like “Me cookie” at age one. And some six-year-old gifted kids are using sentences like “I still love my Grammy even though she doesn’t know how to use the computer.”
The advanced language development of gifted kids may be one of the reasons that some of them are able to learn how to read before they turn five or even before they turn three.
Language develops at different rates in different children, but most children follow this pattern:
Birth
When babies are born, they can already respond to the rhythm of language. They can recognize stress, pace, and the rise and fall of pitch.
Six Months
As early as four months, infants can distinguish between language sounds and other noise, like the difference between a spoken word and a clap. By six months, babies have begun to babble and coo and that is the first sign that the baby is learning language. Babies are now capable of making all the sounds in all the languages of the world, but by the time they are a year old, they will have dropped the sounds that aren’t part of the language they are learning.
Eight Months
Babies can now recognize groups of sounds and can distinguish one group of sounds from another. They can tell where one group ends and another begins. That is word boundary recognition. Although they recognize these sound groups as words, they may not know what the words mean.
Twelve Months
At this point, children are able to attach meanings to words, and once they can do that, they can begin to build a vocabulary. They begin to mimic new words they hear and by the time they are twelve months old will have a vocabulary of around fifty words.
Eighteen Months
In order to communicate, children must know how to use the words they are learning. In this stage of language development, children are able to recognize the difference between nouns and verbs. Generally, the first words in a child’s vocabulary are nouns.
Twenty-Four Months
At this stage children have begun to recognize more than nouns and verbs and understand basic sentence structure. They can use pronouns, for example, and know the right order of words in a sentence and can create simple sentences like "Me cookie?" (Which means "May I have a cookie?")
Thirty to Thirty-Six Months
By this age, about 90% of what children say is grammatically correct. The mistakes they make are usually mistakes like adding -ed to irregular verbs to form the past tense. For example, they might say "I falled down" instead of "I fell down." They have learned the grammatical rule to form the past tense by adding -ed to a verb, but have not yet learned the exceptions to the rule.
Further Language Development and Gifted Children
Children continue to expand their vocabulary and develop more complex language. Their language use really doesn’t completely resemble adult language until they reach around age eleven. That’s when children are able to use what are called although-type sentences. Those are sentences that show a concession: Even though the man was tired, he kept working. Young children would be likely to say “The man was tired, but he kept working.”
Verbally gifted children often go through these stages more quickly than other children. Some go through the stages so quickly that they seem to skip right over some of them. It is not unusual for a gifted child to babble and coo and then be relatively silent. By age one they are not mimicking words and by age two they are not using even simple sentences. They may be saying "ma-ma" and "da-da," and a few other words, but not much more. Then suddenly, at 26 months, the child begins speaking in complete, grammatically correct sentences like a three-year-old. Other verbally gifted kids may be using sentences like “Me cookie” at age one. And some six-year-old gifted kids are using sentences like “I still love my Grammy even though she doesn’t know how to use the computer.”
The advanced language development of gifted kids may be one of the reasons that some of them are able to learn how to read before they turn five or even before they turn three.
Although baby talk is known to be a cross-cultural phenomenon, utilized around the world, not much is known about the brain mechanisms that it is connected to. The results of the Riken Brain Science Institute study shed some light on the topic, while raising many more interesting questions. Notably, does baby talk have the same physiological effects across all languages — or does it incite different responses in the brains of Spanish-speaking baby talkers versus those of Russian-speaking baby talkers, for instance?
Since baby talk between different languages is usually quite similar in concept — the broken words, nonsense syllables, rhyming, etc. — it seems like the general effects on the brain should be the same. Still, it’s hard to determine this with total certainty. What is certain at this point is that there are clear differences in how different people process baby talk. Just how vastly this differs between different linguistic and cultural groups remains to be seen.
Chapter 2
2.1 Literature Review
In relation to the research, there are five topics which need to be elaborated here, namely:
(1) Use with infants (2)Aid to cognitive development (3) Questions regarding universality (4)Flirtatious baby talk (5)Baby talk with pets.
2.2 Use with infants
Baby talk is more effective than regular speech in getting an infant's attention. Studies have shown that infants actually prefer to listen to this type of speech. Some researchers, including Rima Shore (1997), believe that baby talk is an important part of the emotional bonding process.
Colwyn Trevarthen studied babies and their mothers. He observed the communication and subtle movements between the babies and mothers. He has links to music therapy with other theorists.
2.3 Aid to cognitive development
Shore and other researchers believe that baby talk contributes to mental development, as it helps teach the child the basic function and structure of language. Studies have found that responding to an infant's babble with meaningless babble aids the infant's development; while the babble has no logical meaning, the verbal interaction demonstrates to the child the bidirectional nature of speech, and the importance of verbal feedback. Some experts advise that parents should not talk to infants and young children solely in baby talk, but should integrate some normal adult speech as well. The high-pitched sound of motherese gives it special acoustic qualities which may appeal to the infant (Goodluck 1991). Motherese may aid a child in the acquisition and/or comprehension of language-particular rules which are otherwise unpredictable, when utilizing principles of universal grammar (Goodluck 1991). Some[who?] feel that parents should refer to the child and others by their names only (no pronouns, e.g., he, I, or you), to avoid confusing infants who have yet to form an identity independent from their parents.
Baby talk is more effective than regular speech in getting an infant's attention. Studies have shown that infants actually prefer to listen to this type of speech. Some researchers, including Rima Shore (1997), believe that baby talk is an important part of the emotional bonding process.
Colwyn Trevarthen studied babies and their mothers. He observed the communication and subtle movements between the babies and mothers. He has links to music therapy with other theorists.
2.3 Aid to cognitive development
Shore and other researchers believe that baby talk contributes to mental development, as it helps teach the child the basic function and structure of language. Studies have found that responding to an infant's babble with meaningless babble aids the infant's development; while the babble has no logical meaning, the verbal interaction demonstrates to the child the bidirectional nature of speech, and the importance of verbal feedback. Some experts advise that parents should not talk to infants and young children solely in baby talk, but should integrate some normal adult speech as well. The high-pitched sound of motherese gives it special acoustic qualities which may appeal to the infant (Goodluck 1991). Motherese may aid a child in the acquisition and/or comprehension of language-particular rules which are otherwise unpredictable, when utilizing principles of universal grammar (Goodluck 1991). Some[who?] feel that parents should refer to the child and others by their names only (no pronouns, e.g., he, I, or you), to avoid confusing infants who have yet to form an identity independent from their parents.
2.4 Questions regarding universality
Some researchers have pointed out that baby talk is not universal among the world's cultures, and argue that its role in "helping children learn grammar" has been overestimated. In some societies (such as certain Samoan tribes; see first reference) adults do not speak to their children until the children reach a certain age. In other societies, it is more common to speak to children as one would to an adult, but with simplifications in grammar and vocabulary. In order to relate to the child during baby talk, a parent may deliberately slur or fabricate some words, and may pepper the speech with nonverbal utterances. A parent might refer only to objects and events in the immediate vicinity, and will often repeat the child's utterances back to them. Since children employ a wide variety of phonological and morphological simplifications (usually distance assimilation or reduplication) in learning speech, such interaction results in the "classic" baby-words like na-na for grandmother or din-din for dinner, where the child seizes on a stressed syllable of the input, and simply repeats it to form a word.
In any case, the normal child will eventually acquire the local language without difficulty, regardless of the degree of exposure to baby talk. However, the use of motherese could have an important role in affecting the rate and quality of language acquisition.
Some researchers have pointed out that baby talk is not universal among the world's cultures, and argue that its role in "helping children learn grammar" has been overestimated. In some societies (such as certain Samoan tribes; see first reference) adults do not speak to their children until the children reach a certain age. In other societies, it is more common to speak to children as one would to an adult, but with simplifications in grammar and vocabulary. In order to relate to the child during baby talk, a parent may deliberately slur or fabricate some words, and may pepper the speech with nonverbal utterances. A parent might refer only to objects and events in the immediate vicinity, and will often repeat the child's utterances back to them. Since children employ a wide variety of phonological and morphological simplifications (usually distance assimilation or reduplication) in learning speech, such interaction results in the "classic" baby-words like na-na for grandmother or din-din for dinner, where the child seizes on a stressed syllable of the input, and simply repeats it to form a word.
In any case, the normal child will eventually acquire the local language without difficulty, regardless of the degree of exposure to baby talk. However, the use of motherese could have an important role in affecting the rate and quality of language acquisition.
2.5 Flirtatious baby talk
Baby talk may be used as a form of flirtation between sex partners. In this instance, the baby talk may be an expression of tender intimacy, and may form part of affectionate role play in which one partner speaks and behaves childishly, while the other acts motherly or fatherly, responding in parentese. One or both partners might perform the child role.
2.6 Baby talk with pets
Many people use falsetto, glissando and repetitive speech similar to baby talk when addressing their pets. Such talk is not commonly used by professionals who train working animals, but is very common among owners of companion pets. This style of speech is different from baby talk, despite intonal similarities, especially if the speaker uses rapid rhythms and forced breathiness which may mimic the animal's utterances. Pets often learn to respond well to the emotional states and specific commands of their owners who use baby talk, especially if the owner's intonations are very distinct from ambient noise. For example, a dog may recognize baby talk as his owner's invitation to play (as is a dog's natural "play bow"); a cat may learn to come when addressed with the high-pitched utterance, "Heeeeere kitty- kitty-kitty-kitty- kitty- kitty!
Baby talk may be used as a form of flirtation between sex partners. In this instance, the baby talk may be an expression of tender intimacy, and may form part of affectionate role play in which one partner speaks and behaves childishly, while the other acts motherly or fatherly, responding in parentese. One or both partners might perform the child role.
2.6 Baby talk with pets
Many people use falsetto, glissando and repetitive speech similar to baby talk when addressing their pets. Such talk is not commonly used by professionals who train working animals, but is very common among owners of companion pets. This style of speech is different from baby talk, despite intonal similarities, especially if the speaker uses rapid rhythms and forced breathiness which may mimic the animal's utterances. Pets often learn to respond well to the emotional states and specific commands of their owners who use baby talk, especially if the owner's intonations are very distinct from ambient noise. For example, a dog may recognize baby talk as his owner's invitation to play (as is a dog's natural "play bow"); a cat may learn to come when addressed with the high-pitched utterance, "Heeeeere kitty- kitty-kitty-kitty- kitty- kitty!
Chapter 3
3.1 Data colecting technique
In this reseach the researcher colect the data by record the video by indra and his family (mother and indra’s sister) the data devide ito two there are: the conversation between indra and his mother and indra and his sister.
3.2 Analysis Of Baby Talk
Ø
Conversation between Indra and his mother
Indra : Lapangan itu masih di itu ya masih belum di masukin kedalem kenapa yah?
Ibu : gag tau
Ibu : si itu kena apa tadi di kelas, ya
Indra : kena.... kena kawat.......
Ibu : siapa yang nganuin? Yang tangannya berdarah siapa?
Indra : faiz.....
Ibu : siapa lagi, kok kayaknya banyak bener tadi yang berdarah? Siapa lagi?
Indra : bukan darahnya gag banyak faiz, sininya berdarah (sambil menunjuk tangan sebelah kirinya)
Ibu : main di deket kawat?
Indra : kan faiz mau bawa ban,
Ibu : O.... bannya itu ada kawatnya
Indra : kan di perosotan, itu merosotinnya kena kaki adek, terus adek bilang, hayo faiz ntar aku bilangin ma tiara juga ma ibu guru, terus aku turun ma nafiz, nafiz gag berdarah
Ibu : yang ngomong ma ibu guru siapa?
Indra : ibu nia
Ibu : iya terus yang ngelaporin ke bu guru siapa?
Indra : iya..... ibu nia,
Ibu : terus yang maenin ban? Yang di gelundungin? Tadi kan ada yang main ban, tadikan ada yang di gelundungin dari atas?
Indra : dari tangga
Ibu : iya dari tangga, udah di tangga teruskan di gelundungin dari atas perosotan itu terus hampir kena kepala siapa itu?
Indra : adek,
Ibu : terus yang nglundungin siapa?
Indra : tiara, kan tiara yang bawa ban, terus di taro di perosotan, terus itu didudukin gelundungin lah..... terus kata faiz “ tiara.... sakit tau tangan saya kena itu
Among parents of pre-verbal infants, they noted increased activity in the parts of the brain associated with language. This was not apparent in the brains of any of the other parent groups, all of whom had children who were already speaking at least a little.
baby talk may serve as a link for linguistic transfer between mother and child. The fact that the brain of a pre-verbal infant’s mother activates language-governing areas when hearing baby talk suggests that baby talk is processed as a language in the brain.
If the brain processes baby talk as a language, a means of concrete communication, this suggests it not only can establish a communication bond between mother and child, but also may help activate language centers in the pre-verbal infant’s brain. In this way, baby talk could help spur on language acquisition in infants.
In terms of more interactional perspective mother speech also has the following features:
Ø Mothers’ repetition of their words and those their childern. For example, when indra’s mother ask “ siapa yang ngelaporin ke ibu guru”? His mom repeat her question when indra doesn’t answer it well
Ø Sometimes, mother expanded what their childern said by using additional commentary or adding grammatical inflection. For example, indra said “ dari tangga” and his mom respond “ iya dari tangga”
Ø It has shorter, more complete sentence.
It can be seen in “yang ngelaporin ma ibu guru siapa? Iya terus yang ngelaporin ma ibu guru siapa??”
The first sentence is short sentence, then the second is more complete sentence. It is done in order to make the children easier to understand what he was being said.
It can be seen in “yang ngelaporin ma ibu guru siapa? Iya terus yang ngelaporin ma ibu guru siapa??”
The first sentence is short sentence, then the second is more complete sentence. It is done in order to make the children easier to understand what he was being said.
Ø The syntax is simplified through use of fewer subordinate clauses and coordinate construction.
It can be seen from the entire dialog, that her mother and his sister is very often use complex sentence to talk with Indra.
It can be seen from the entire dialog, that her mother and his sister is very often use complex sentence to talk with Indra.
Ø The vocal pitch was higher and its range was wider
It can be clearly seen from dialog above. His mother usually use more intonation in the each vocal than in conversation with adult.
It can be clearly seen from dialog above. His mother usually use more intonation in the each vocal than in conversation with adult.
Ø The speaking rate was slower, marked by many pauses between utterances
It can bee heard from the record, that mother’s speaking rate was slower than usual, and she also repeat in order to help Indra understand what she mean.
It can bee heard from the record, that mother’s speaking rate was slower than usual, and she also repeat in order to help Indra understand what she mean.
Ø The articulation was more precise.
It can bee seen from dialog and record, that Mother and his sister articulation is very clear in order to be understood easily by Indra.
It can bee seen from dialog and record, that Mother and his sister articulation is very clear in order to be understood easily by Indra.
Ø Attention to the here and now.
the use of present tense verbs and referenceto concrete items within the child’s views
the use of present tense verbs and referenceto concrete items within the child’s views
Ø The use of self reference
Through kinship terms instead of pronouns
Indra and his sister
Mbak lia : indra pinter ga?
Indra : enggak.............
Mbak lia : adek nakal ga?
Indra : nakal.............
Mbak lia : temennya siapa??
Indra : emmmmm
Mbak lia : adek sayang gag sama bapak?
Indra : emm sayang.....
Mbak lia : adek pinter ga?
Indra : enggak
Mbak lia : adek oon ga?
Indra : enggak
Mbak lia : adek ganteng apa jelek?
Indra : jelek
Mbak lia : anaknya siapa?
Indra : anaknya pak yanto
Mbak lia : ibunya namanya siapa?
Indra : tiwi.......
Mbak lia : yang keras
Indra : TIWI......
Mbak lia :hahaha, nama mbak siapa?
Indra : mbak iya.....
Mbak lia : nama adek siapa
Indra : arindra
Mbak lia : yang lengkap......
Indra : Arindra putra
Mbak lia : di panggilnya siapa?
Indra : indra
Mbak lia : adek nakal apa jelek?
Indra : enggak
Ø From this conversation when Indra talk wit his sister his sister use a simple word to talk with indra and the indra’s answer is more shorter then whwn indra talk wit his mother.
Ø Mbak lia also use the same word to talk with indra for the example mbak lia always ask the same question: “ nama adek siapa”
“Anak siap siapa?” “ adek nakal apa enggak”
ü But there is a difference when indra talk with his mother and his sister, when indra talk with his mother indra more close and open rather than with his sister...
CONCLUSION
v Many people myself included have come to believe that baby talk deters language acquisition in infants, hindering a child’s ability to recognize, learn and utilize “adult” speech. However, a new study on baby talk language suggests that baby talk, or infant directed speech plays an important part in the early stages of human language acquisition.
v It may well be that finding out more about baby brains, baby talk and how children learn language will help us develop better means of language acquisition for adults. Who knows, maybe the language class of the future will consist of grown adults sitting around and babbling baby talk at one another.
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