Discovering the internal structure of the language system
Learning tens of thousands of units (words)
Understanding how to use a finite set of sounds to create an infinite number of sentences
Correctly assembling an infinite number of combinations (sentences)
Reduplicated babbling at 6 months
First word at 12 months
Two-word combinations at 2 years
Multiword utterances at 3 years
Comprehension
Production
Phonology
Semantics
Grammar
Pragmatics
Learning perspective
Nativist perspective
Interactionist perspective
Humans are biologically programmed to acquire language
Language Acquisition Device (LAD) exists
Language development is too complex to be learned solely from the environment
Biological maturation
Cognitive development
Linguistic environment
Infants can process sounds in the womb
Infants discriminate between different phonemes at 1-2 months
Infants' ability to discriminate phonemes from other languages declines after 6-12 months
Broca's area and Wernicke's area in the brain
Sensitive periods for language acquisition
Child-directed speech
Playing non-verbal games like peek-a-boo
Higher pitched voice
Exaggerated facial expressions
Short and simple sentences
Repetition and more eye contact
Cooing and laughing at 1 month
Babbling and vocal play at 4-6 months
Canonical babbling at 6-10 months
Receptive language is evident before expressive language
First words are used consistently in the presence of objects or situations
Vocabulary spurt occurs between 16-24 months
Overextension of word meanings
Holophrases used for entire phrases
Significant increase in the number of words before the second birthday
Children learn nouns first
Vocabulary growth is facilitated by social interactions
Vocabulary size correlates with sentence complexity
Telegraphic speech ceases around 2-3 years
Overregularization occurs around 3-4 years
Use of conjunctions starts around 3-4 years
Frequency of parental interaction
Socioeconomic status
Quality of child-directed speech
Child-directed speech helps infants learn words more effectively
Infants learn best through interaction with caregivers rather than videos
Playing non-verbal games aids in language development
Consistent exposure to multiple languages can enhance cognitive flexibility
Playing repetitive sound games with the infant
Encouraging the infant to imitate sounds
Engaging in turn-taking games like peek-a-boo
Use of multiword utterances
Understanding and forming questions
Basic comprehension of conversational principles
Beginning to use grammar rules like plurals and tenses
Engage in regular conversations using simple sentences
Read to the child daily, using books with repetitive phrases
Encourage the child to ask questions and express needs verbally
Ability to form sentences with embedded clauses
Frequent use of overregularization in speech
Ability to understand and use conjunctions like "and" and "but"
Singing songs with repetitive lyrics
Playing naming games with common objects
Encouraging two-word combinations during play
Use child-directed speech with exaggerated expressions
Play interactive games that require vocal responses
Read books with large, colorful pictures and simple words
Sing songs and nursery rhymes regularly
Infants can discriminate between different phonemes by 1-2 months
Infants show a preference for the language spoken by their parents
Infants' ability to discriminate phonemes across languages declines by 6-12 months
The child may use words from both languages in a single sentence
The child might take longer to reach certain language milestones compared to monolingual peers
The child will eventually sort out the two languages and use them appropriately
The child is more likely to have a larger combined vocabulary from both languages
Broca's area
Left hemisphere
The child does not respond to their name by 12 months
The child has not begun using two-word combinations by 24 months
The child shows no interest in interactive games like peek-a-boo
The child can understand simple commands but does not speak
Engaging in conversations with the infant, even before they can respond verbally
Providing a rich linguistic environment with varied vocabulary
Encouraging play that involves both verbal and non-verbal communication
Reinforcing grammatically correct speech by praising students
Modeling correct language use during lessons
Allowing students to interact and imitate each other's speech
Providing structured drills to practice language rules
Teaching turn-taking
Reinforcing verbal and non-verbal communication
Helping the child recognize patterns in sounds and actions
Providing a context for the child to learn new vocabulary
Difficulty in acquiring native-like pronunciation
Reduced ability to learn complex grammatical structures
Limited vocabulary development compared to peers exposed earlier
The child is actively experimenting with language
The child lacks understanding of specific categories
High pitched voice
Exaggerated facial expressions
Repetition
Melodic speaking style
Simple words and phrases
The ability to learn languages declines after children reach the age of approximately 7.
Before the age of 7, children can learn a second language with similar proficiency to native speakers.
""gone"" instead of ""daddy has gone""
""ball"" instead of ""I want the ball""
Overextension
""Mummy sleep""
""Want ball""
Children expect that a word will always refer to a whole object
Language acquisition device
The role of nature in language acquisition
Critical periods
Universal grammar