Selasa, 03 Mei 2011

VERA WELIANTI (0743042044) Baby Talk


SECOND LANGUAGE ACQUISITION
BABY-TALK
 (Paper)


 

By:

VERA WELIANTI
NPM.  0743042044
                                                                                   




UNILA_1
 








English Education Study Program
Arts and Language Education Department
School of Education and Pedagogy
University of Lampung
2011
CHAPTER I
INTRODUCTION

1.1 Background
Baby talk, also referred to as caretaker speech, infant-directed speech (IDS) 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. 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 similar to what is used by people when talking to their pets (pet-directed speech), and between adults as a form of affection, intimacy, bullying or condescension.
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.
Although the 'baby talk' that parents use with small children may help them to acquire language, many linguists believe that this still cannot explain how infants and toddlers can acquire such a complicated system so easily.
It's far easier for a child to acquire language as an infant and toddler than it will be for the same child to learn, say, French in a college classroom 18 years later. Many linguists now say that a newborn's brain is already programmed to learn language, and in fact that when a baby is born he or she already instinctively knows a lot about language. This means that it's as natural for a human being to talk as it is for a bird to sing or for a spider to spin a web. In this sense, language may be like walking: The ability to walk is genetic, and children develop the ability to walk whether or not anybody tries to teach them to do so. In the same way, children develop the ability to talk whether or not anybody tries to teach them. For this reason, many linguists believe that language ability is genetic. Researchers believe there may be a 'critical period' (lasting roughly from infancy until puberty) during which language acquisition is effortless. According to these researchers, changes occur in the structure of the brain during puberty, and after that it is much harder to learn a new language.
Linguists have become deeply interested in finding out what all 5,000 or so of the world's languages have in common, because this may tell us what kinds of knowledge about language are actually innate. For example, it appears that all languages use the vowel sounds aah, ee, and ooh - the same vowel sounds a baby produces first. By studying languages from all over the world, linguists hope to find out what properties all languages have in common, and whether those properties are somehow hard-wired into the human brain. If it's true that babies are born with a lot of language knowledge built in, that will help to explain how it's possible for a very small child - with no teaching, and regardless of intelligence level - to quickly and easily acquire a system of language so complex that no other animal or machine has ever mastered it.
1.2  Definitions of Baby Talk
·       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.

1.2.1    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 between the parents and their child that help the infants learn the language. More than one language can also be learned because eventually, the child will be clever enough to differentiate the languages. It is easier to learn languages as an infant than as an adult. Other researchers from Carnegie Mellon University and the University of Wisconsin confirm that using basic “baby talk” helps babies pick up words faster than usual. Infants actually pay more attention when parents use infant-directed language, which has a slower and more repetitive tone than used in regular conversation.
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.

1.2.2    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). It has been also suggested that motherese is crucial for children to acquire the ability to ask questions. 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.

1.2.3    Questions regarding universality

Researchers Bryant and Barrett (2007) have suggested (as have others before them, e.g., Fernald, 1992) that baby talk exists universally across all cultures and is a species-specific adaptation. Others contend that it is not universal and argue that its role in helping children learn grammar has been overestimated. As evidence they point to 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.

1.2.4    Use with non-infants

The use of baby talk is not limited to interactions between adults and infants, as it may be used among adults, or by adults to animals. In these instances, the outward style of the language may be that of baby talk, but is not considered actual parentese, as it serves a different linguistic function.

1.2.5    Patronizing/derogatory baby talk

Baby talk may be used by one noninfant to another as a form of verbal abuse, in which the talk is intended to infantilize the victim. This can occur during bullying, when the bully uses baby talk to assert that the victim is weak, cowardly, overemotional, or otherwise submissive.

1.2.6    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 sexual roleplaying 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.




















CHAPTER II
THE SCRIPT AND ANALYSIS

2.1  People in the Conversation
a.  Muhammad Farel Al-Ghazali (3 year old)
b.  Eko Purwanto/Father (32 year old)
c.  Indah Pratiwi (31 year old)

2.2  The Script
FIRST CONVERSATION (8 minutes 32 seconds)
Mama    :    Ang. Bangun dek, kita ngobrol dulu, kita ngobrol.Ang agamanya apa?
Baby      :    Bebe sini andah (Bobo sini aja).
Mama    :    O iya udah.
Ayah      :    Aih jauh-jauh sana ngapain kamu sini, deket, sana, sana, sana.
Baby      :    Bebe nda.
Ibu         :    Pake bahasa inggris dek, one...
Baby      :    Bobo sini.
Ibu         :    Nggak bisa.
Baby      :    Hah??
Ibu         :    Nggak bisa, di sini aja. Eh adek, dengerin bunda dulu. Apa kursi bahasa inggrisnya?
Baby      :    Ngayuk geh.
Ibu         :    Gayuk gayuk.
Ayah      :    Ngeong apanya?
Ibu         :    Apanya yang gayuk? Huuu..
Baby      :    neh..
Ibu         :    Huu, bau ini. Bau. Adek mau es krim nggak? Mau nggak?
Baby      :    Mauuu.....
Ibu         :    Mau? Kemaren adek kemana? Pagi-pagi ngapain? Tadi pagi ngapain? Hah? Maen sepeda ya? Kayak mana olahraganya?
Baby      :    Tu-aja.
Ibu         :    Hah?      
Baby      :    Tuwaja-embat.
Ibu         :    tu uwa iga empat gitu?
Baby      :    Heh.
Ibu         :    Terus? Kalo makan pop mie kayak mana makan pop mie?
Baby      :    (Acting)
Ibu         :    O di plek-plek in gitu? Oo..
Ibu         :    kalo nyanyi gimana?
Baby      :    Wowow mitaiyou.
Ibu         :    Bukan, burung..
Baby      :    Kakak tua.
Ibu         :    Hinggap...
Baby      :    Di jendeya.
Ibu         :    Nenek..
Baby      :    Dah tua.
Ibu         :    Giginya..
Baby      :    Tek dung tekdung.
Ayah      :    Lagu kereta api.
Ibu         :    Naik kereta api..
Baby      :    Kung-kung-kung.
Ibu         :    Siapa hendak..
Baby      :    Tuyun.
Ibu         :    Ke Palembang..Tanjung Karang. Bolehlah?
Baby      :    Bolela..ayeekk..bolelah ayeekk..ayeeekk ta pi kung-kung-kung..
Ibu         :    Kalo nina bobo kayak mana?
Baby      :    Nina bobo..
Ibu         :    oo..
Baby&ibu: Nina bobo.
Ibu         :    Kalau tidak bobo, digigit...
Baby      :    Amuk.
Ibu         :    Gimana kalo maen drum nya?
Baby      :    Dum...
Ibu         :    Gitu?
Ayah      :    Atung (mbah kakung) namanya sapa Al?
Baby      :    Atung unus.
Ayah      :    Kalo mbah?
Baby      :    Mbah itik.
Ibu         :    Al agamanya apa?
Baby      :    Islam.
Ibu         :    Siapa Tuhannya?
Baby      :    Allah.
Ibu         :    Nabinya siapa? Nabinya siapa nak?
Baby      :    A......... Ayak be...
Ayah      :    Nggak. Nabinya siapa tu, Nabinya siapa dulu?
Baby      :    Ayakbe.
Ayah      :    Orang nggak ngapa-ngapain sms koq.
Ibu         :    Nabinya siapa? Eh bahasa Inggris guru apa nak? Ti...
Baby      :    Cel.
Ayah      :    Kalo meja? Kalo meja bahasa inggrisnya apa gundul?
Baby      :    Hah?
Ayah      :    Meja Bahasa Inggrisnya apa?
Baby      :    Haaaaahh..
Ayah      :    Awas, kau pergi jauh-jauh dari saya. Awas.
                   Meja bahasa Inggris nya apa? Cepet geh.
Baby      :    Hah?
Ayah      :    Meja bahasa Inggrisnya apa?
Baby      :    Desk.
Ayah      :    Meja?
Ibu         :    Yang bener jawabnya. Katanya mau dibeliin es tung-tung.
Ayah      :    Cepet, kita beli tic-tac lagi kita beli chiki lagi kita. Cepet.
Baby      :    Beliin es tung-tung aja...
Ayah      :    Ya udah, meja bahasa Inggrisnya apa?
Baby      :    Item.
Ibu         :    Teibel.
Ayah      :    Apa bahasa Inggris meja?
Baby      :    Tipun.
Ayah      :    Kalo tas?
Baby      :    Bag.
Ayah      :    Kalo korsi?
Baby      :    Tuh tas tu bag.
Ayah      :    Iya kao korsi?
Ibu         :    Chair.
Baby      :    Cel.
Ayah      :    Kalo sepatu?
Baby      :    Tus.
Ayah      :    Kalo gajah?
Baby      :    Pan.
Ayah      :    Kalo singa?
Baby      :    Paten.
Ayah      :    Singa?
Baby      :    Lion.
Ayah      :    Kalo kuda?
Baby      :    Hos.
Ayah      :    Tikus?
Baby      :    Nos.
Ayah      :    Mouse.Kalo.. uler?
Baby      :    Senyek.
Ayah      :    Kalo ayam?
Baby      :    Chicken.
Ayah      :    Bebek?
Baby      :    Duck.
Ayah      :    Anjing?
Baby      :    Dog.
Ayah      :    Kucing?
Baby      :    Tut.. Cat.
Ayah      :    Iya pinter.
Ibu         :    Mana eyesnya?
Ayah      :    Mana eyesnya?
Ibu         :    Eyes judes mana?
Baby      :    Yeess...
Baby      :    Ciaaattttttt.....
Ayah      :    Dyaarr...Mana nosenya? Nosenya mana nosenya? Nosenya mana nosenya?
Baby      :    (Act)
Ayah      :    Kalo lips? Hmm
Baby      :    (Act)
Ayah      :    Tooth, tooth, tooths?? Mana tooth, mana teeths?
Baby      :    (Act)
Ayah      :    Iya. Kalo ears? Ears nya mana earsnya?
Baby      :    (Act)
Ayah      :    Ears? Ear eaarr???
Baby      :    (Act)
Ayah      :    Itu teben tu, lips tu. Ears? Ears? Ears ni, ears? Mana ears? Ya.
Ibu         :    Ya, capek.
Ayah      :    Kalo. Dek, kemaren beh ketemu ini Ang, Ketemu apa? Ketemu, macan. Bahasa Inggrisnya apa macan tu bahasa Inggrisnya. Lupa beh, nak. Apa macan bahasa Inggrisnya dek?
Baby      :    Lion.
Ayah      :    Macan?
Baby      :    Apa?
Ayah      :    Macan apa bahasa Inggrisnya apa macan?
Baby      :    Tiger.
Ayah      :    Iya tiger, tu pinter.
Ibu         :    Nama bundanya siapa?
Baby      :    Tigel, auuwwwwwww..
Ayah      :    Huu, negri takut beh nya. Ih.
Baby      :    Taten, auuwwww..
Ayah      :    Iiii.. Dek, adek tau ga badak tu bahasa Inggrisnya apa badak itu?
                   Badak apa badak? Rhi??
Ibu&Ayah: Nos.
Ayah      :    Nonton apa Al?
Ibu         :    Ketawa geh. Ketawanya kayak mana ketawanya?
Ayah      :    Coy?
Baby      :    (Act)
Ayah      :    Wuiits wiitss.. Woow?? Naruto! Haitt.. Ciaa ciaat ciaatt. Kalo ini..
                   Dek kalo presiden kita yang pertama siapa dek? Sukar? Siapa nama presiden pertama dek?
Ibu         :    Capek?
Ayah      :    Capek ya? Ya udah capek. Besok sekolah ya? Sama siapa sekolahnya?
Baby      :    Ipan.
Ayah      :    Ya. Ang kelas berapa?
Baby      :    Tiga.
Ayah      :    Besok sekolah ya naek motor sama mas siapa?
Baby      :    Hilmi, septra.
Ayah      :    Sama septra. Sama siapa yang bawa motor mbah siapa?
Baby      :    Mbah sibi.
Ayah      :    Sibli. Andong tu anak siapa?
Baby      :    Anak Minah.
Ibu         :    Ang anak siapa?
Baby      :    Dong dong dong.
Ayah      :    Si Andong.
Baby      :    Anak kubu.
Ayah      :    Kalo bunda anak siapa? Al anak siapa?
Baby      :    Anak bunda.
Ayah      :    Nama beh beh siapa?
Baby      :    Beh Anto.
Ayah      :    Kalo bunda? Bunta in. Kalo atung?
Baby      :    Atung nus.


SECOND CONVERSATION (2 minutes 51 seconds)
Baby      :    Uu oo....
Ayah      :    Jalan kaki bagus nggak jalan kaki dek?
Baby      :    Apa tu?
Ayah      :    Gambar apa?
Baby      :    Gambar.. gambar..Eek.
Ayah      :    Hahaaa.
Baby      :    Ga baku.. Be sana tuh puang. Ayi gelap. Nanti beli.. beli kaki.. beli uda.
                   Uda da ya? Ua uda da.
Ayah      :    Apa punya adek jelek ya?
Baby      :    Yang.. yang kayak gitu. Buat tu tu. Apa tu, sendal ipin ipin.
Ayah      :    10.000 dek ya?
Baby      :    Sili.. bunyi-bunyi.
Ayah      :    Yang mahal sepatu tu. Beli nya dimana ni belinya?
Baby      :    Di canda.
Ayah      :    Adek dapet apa beli ini?
Baby      :    Dapet adiah.
Ayah      :    Hadiahnya apa?
Baby      :    Adiahnya obil.
Ayah      :    Mobilnya mana mobilnya?
Baby      :    Itu.            
Ayah      :    Dapet tamiya tu woo..
Baby      :    Ni bagus kayak talon ni.  Baca.. batenya ...... eh ini gimana talotnya ni. Eee
Ayah      :    Apa?
Baby      :    Be, beli kayak gini be..
Ayah      :    Kayak mana?
Baby      :    Beli kayak gini.
Ayah      :    Ini?
Baby      :    Apa?
Ayah      :    Ini apa ada gambarnya, ini tamiya juga tu..
Baby      :    Mmm.. be kayak gini be.
                   Awwlah..pelit benel sih.
Ayah      :    Siapa?
Baby      :    Pelit na.
Ayah      :    Siapa?
Baby      :    Beh.
Ayah      :    Ini dah dibeliin sendal? Pelit apanya? Ni dah dibeliin tamiya. Ko pelit? Bunda tu pelit tu. Bokek.
Baby      :    Enak aja.
Ayah      :    Iya lah. Tu diminum itu susunya. Nggak kasih susu lagi loh.
Baby      :    Bial ja.
Ayah      :    Nggak usah kasih susu lagi ya? Minum, aer putih aja ya? Itu diabisin susunya...
Baby      :    ........
                   Beliin geh be.
Ayah      :    Kan udah dibeliin? Abisin dulu tu susunya. Cepet.

THIRD CONVERSATION (7 minutes, 3 seconds)
Ibu         :    Gambar apa tu dek?
Baby      :    Polenjes.
Ibu         :    Liat dong.
Baby      :    Ga au ngan dipencet.
Ibu         :    Jangan dipencet, Ang mau jadi power rangers apa?
Baby      :    Mau.
Ibu         :    Hah?Katanya mau jadi tentara?
Baby      :    Ga jadi lah.
Ibu         :    Kenapa?
Baby      :    Ga keapus.
Ibu         :    Kalo nggak jadi Powel lenjes jadi tentala.
Baby      :    Pol lenjes tuh minumnya tutu naga, pake gelas minum tutunya.
Ibu         :    Iya tah?
Baby      :    Iya.
Ibu         :    Powel lenjes nya ada berapa tu?
Baby      :    Satu.
Ibu         :    Itung geh ada berapa.
Baby      :    Aww nda, ilang tu gambal nya. Awas loh.
Ibu         :    Jangan pencet-pencet makanya. Ang sekolah dimana emangnya?
Baby      :    Sekolah di SD.
Ibu         :    Eh, masih PAUD y adek ya? Abang ya? Ya bang?
Baby      :    Iya sih.
Ibu         :    Ceweknya ada ga ceweknya? Siapa nama ceweknya?
Baby      :    Nadia.
Ibu         :    Nadia?
Baby      :    heeh, Iya dia.
Ibu         :    Bu guru Ang galak nggak?
Baby      :    Nggak.
Ibu         :    Suka mukul nggak bu gurunya?
Baby      :    Nggak.
Ibu         :    Bisa nggak nyanyi lagu PAUD nya?
Baby      :    Iya.
Ibu         :    Kayak mana?
Baby      :    Nggak tau.
Ibu         :    Anak PAUD, anak PAUD.
Baby      :    Bukan tau itu, ya cacapacay pacamawo. Nah kayak gitu.
Ibu         :    Itu mah orang gila.
Baby      :    Nggak apa-apa.
Ibu         :    Iih males lah, nanti Power Rangers nya marah loh. Kayak mana nyanyi anak PAUD. Anak PAUD.
Baby      :    Pyacapyecapecu.
Ibu         :    Nah?
Baby      :    Kayak gitu nda.
Ibu         :    Eh, Ang nanti mau pindah sekolah nggak?
Baby      :    Sekolahnya mana?
Ibu         :    Sekolah di ini aja yuk, di SD nya kakak Rizki aja yuk?
Baby      :    Yaah, bu gurunya.
Ibu         :    Kenapa? Ang seneng nggak sekolah?
Baby      :    Yang mana?
Ibu         :    Sekolah di Adz-Zikri seneng nggak?
Baby      :    Seneng.
Ibu         :    hmmm.
Baby      :    Iih.. gigilainnya dah mau mati nih loh.
Ibu         :    Maen apa emangnya Ang itu? Ngeliat apa ang itu? Yah? Hape ya? Ang buka apa itu?
Baby      :    Buka Pewenjes.
Ibu         :    Pewenjes itu internet bukan? Maen Power rangers, maen internetan dek?
Baby      :    Intelnet itu, wakainee.
Ibu         :    Masa internet kayak gitu.
Baby      :    Iya lah. Nai*****
Ibu         :    Bahasa Inggrisnya Power rangers ya P-o-w-e-r Rangers lah. Tau nggak bahasa inggrisnya merah apa?
Baby      :    Lenjesnya, ini merah tah?
Ibu         :    Merah apa bahasa inggrisnya?
Baby      :    Tau.        
Ibu         :    Iih. Nanti dia marah loh. Aku ini Red, kata dia. Kalo biru apa biru kalo..
Baby      :    Ga tau.
Ibu         :    Eh nanti ada hantu loh kalo ngak tau nggak tau. Apa biru itu?
                   Besok Ang sekolah nggak?Yah? Besok Ang sekolah nggak? Abang? Oo bunda matiin loh internetnya.
Baby      :    Coba.
Ibu         :    Bener?
Baby      :    Bener.
Ibu         :    Besok Ang sekolah nggak?
Baby      :    Dimama.
Ibu         :    Kenapa?
Baby      :    Soalnya maunya jadi orang gila.

2.3  Analysis of the Script
To analayze the Parent’s talk to their baby, the writer use Pica’s modification (1994):
a.  Modification in speech rate, intonation, and speech sound articulation.
According to the three conversations below, it can be analyzed that the parents used slow rate of speech to their baby. They used ungrammatical words, to make easy to talk to their baby. And the baby also replied their speaking in ungrammatical words in separate words. Sometimes he paused in speaking. Then he spoke slowly while he was thinking what he wanted to speak. Then baby sometimes babbling, and the parents cannot understand what he said.
Strong intonations were gaven to the baby that if he could not answer back. Parents also use repetation to make their baby know what they willingness. Parents used careful articulation to the baby to make him understand and didn’t cry. And sometimes the parents used strong articulation to point out their meaning and made the baby pay attention to them.
b.  Modifications of morphology and syntax
Parents used very simple language and sentences to the baby. For example, Dad was only asking the verb to his baby, then the baby did it. Example: “Awas, jauh-jauh dari saya” means that the baby has to stay away from his father. Then parents usually used modification of words, is that the word that their baby said in untrue word. For example: powel lenjel.

c.  Modification of discourse
Parents usually use clarification request to their baby, takes for example: ”Dek, kemaren beh ketemu ini Ang, Ketemu apa? Ketemu, macan. Bahasa Inggrisnya apa macan tu bahasa Inggrisnya. Lupa beh, nak. Apa macan bahasa Inggrisnya dek?” means that his father want to know more information from his baby.
Then father use Comprehension check to see his baby has understood or not. For example:
Ayah :    Mana nose nya? Nosenya mana nosenya nose nose nose?
Baby :    Ciaaattttttt.....
Ayah :    Dyaarr...Mana nosenya? Nosenya mana nosenya? Nosenya mana nosenya?
This is used to strengthen his statement to his baby, because at that time, his baby didn’t do what he has asked. That conversation can also be Re-statement, which is used to make the baby know or not what he means.
There is no one point at which a child learns to talk. By the time the child first utters a single meaningful word, he or she has already spent many months playing around with the sounds and intonations of language and connecting words with meanings. Children acquire language in stages, and different children reach the various stages at different times. The order in which these stages are reached, however, is virtually always the same.
The first sounds a baby makes are the sounds of crying. Then, around six weeks of age, the baby will begin making vowel sounds, starting with aah, ee, and ooh. At about six months, the baby starts to produce strings of consonant-vowel pairs like boo and da. In this stage, the child is playing around with the sounds of speech and sorting out the sounds that are important for making words in his or her language from the sounds that aren't. Many parents hear a child in this stage produce a combination like "mama" or "dada" and excitedly declare that the child has uttered his or her first word, even though the child probably didn't attach any meaning to the 'word'.
Somewhere around age one or one and a half, the child will actually begin to utter single words with meaning. These are always 'content' words like cookie, doggie, run, and see - never 'function' words like and, the, and of. Around the age of two, the child will begin putting two words together to make 'sentences' like doggie run. A little later on, the child may produce longer sentences that lack function words, such as big doggie run fast. At this point all that's left to add are the function words, some different sentence forms (like the passive), and the more complex sound combinations (like str). By the time the child enters kindergarten, he or she will have acquired the vast majority of the rules and sounds of the language. After this, it's just a matter of combining the different sentence types in new ways and adding new words to his or her vocabulary.















CHAPTER III
CONCLUSION AND VOCABULARY

3.1. Conclusion
Many people assume children learn to talk by copying what they hear. In other words, babies listen to the words adults use and the situations in which they use them and imitate accordingly. Behaviorism, the scientific approach that dominated American cognitive science for the first half of the 20th century, made exactly this argument.
This “copycat” theory can’t explain why toddlers aren’t as loquacious adults, however. After all, when was the last time you heard literate adults express themselves in one-word sentences (“bottle,” “doggie”) or in short phrases such as, “Mommy open box.” Of course, showing that a copycat theory of language acquisition can’t explain these strange patterns in child speech is easy. Actually explaining one-word sentences is much harder. Over the past half-century, scientists settled on two reasonable possibilities.
the “mental developmental hypothesis” states that one-year-olds speak in baby talk because their immature brains can’t handle adult speech. Children don’t learn to walk until their bodies are ready. Likewise, they don’t speak multi-word sentences or use word endings and function words (“Mommy opened the boxes”) before their brains are ready.

The second, the “stages-of-language hypothesis,” states that the stages of progress in child speech are necessary stages in language development. A basketball player can’t perfect his or her jump shot before learning to (1) jump and (2) shoot, and children, similarly, learn to add and then to multiply, not in the reverse order. There’s evidence, for instance, that children don’t usually begin speaking in two-word sentences until after they’ve learned a certain number of words. Until they’ve crossed that linguistic threshold, the word-combination process doesn’t kick in.

The difference between these theories boils down to this: under the mental development hypothesis, these patterns in language learning should depend on the child’s level of mental development when he or she starts learning a language. Under the stages-of-language hypothesis, however, they shouldn’t depend on such patterns. This prediction is difficult to test experimentally, because most children all learn language at around the same age, and thus at roughly similar stages of mental development.



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