Allophones of / t /

1
Allophones of / t /

• Tom Burton tried to steal a butter plate.
• 1 2 3 4 5 6 7
• 1 aspirated
• 2 glottalized
• 3 palatalized
• 4 elongated
• 5 unaspirated
• 6 flapped
• 7 unreleased

2
Milestones in Motor and Language
DevelopmentSimplified

• Age Motor Development Language, etc.
• months
• 1 Can distinguish
• consonants
• 
  
• 3 Supports head when Smiles when talked to
• prone no grasp gurgles / coos (vowels)
• 4 Shakes rattle Responds to human
• supports head sounds turns head,
• eyes search
• 5 Sits with props Vowel-like cooing
• interspersed with more
• consonantal sounds

3
Milestones in Motor and Language
DevelopmentSimplified

• Age Motor Development Language, etc.
• months
• 6 Sits can bear weight Cooing becomes
• reaches grasps but no (reduplicated)
  babbling
• thumb opposition (babababa)
• 8 Stands holding on Intonation
  patterns
• grasps with thumb distinct
  can signal
• opposition emphasis and
  emotion
• reduplication communicative
• intentions

4
Milestones in Motor and Language
DevelopmentSimplified

• Age Motor Development Language, etc.
• months
• 10 Crawls side-steps holding Sound play
  gurgling,
• on bubble blowing seems to try to
  imitate
• pulls self up to stand
  differentiates between
• sounds heard
• 11-12 Variegated babbling
• (bi go da bu)
• 12 Walks with help seats self More
  reduplication
• almost stopped mouthing (mama) signs of
  things some words and simple
• understanding
• commands Show me...

5
Milestones in Motor and Language
DevelopmentSimplified

• Age Motor Development Language, etc.
• months
• 18 Grasp fully developed 3-50 words ONE-word
• walks sits on chair so-so phase several
  syllable
• crawls down stairs babbling intricate
• backward difficulty intonation pattern
• building 3 cube towers NOT frustrated when
  
• not understood
• understanding
• progressing rapidly

6
Milestones in Motor and Language
DevelopmentSimplified

• Age Motor Development Language, etc.
• months
• 24 Runs sudden turns Vocabulary 50 words
• not good stand and
  TWO-word phase
• sits easily walks up phrases own
  creation
• and down stairs increase in
  communicative
• behavior
• 30 Jumps stands on one Fastest increase in
• foot good hand and finger vocabulary
  frustrated if
• coordination can build 6 not understood
• cube tower tiptoes a few two (even three
  or five)
• steps word utterances
• intelligibility not very
  good
• seems to understand
  everything
• directed to them

7
Milestones in Motor and Language
DevelopmentSimplified

• Age Motor Development Language, etc.
• months
• 36 Tiptoes 3 yards runs Vocabulary 100
  or so
• smoothly makes turns well words 80
  intelligible
• jumps 12 inches can ride even to
  strangers
• tricycle grammar roughly like
• adults, though still
• makes mistakes
• 48 Jumps over rope hops on Language well
• one foot catches ball in established
  deviations from
• arms walks line adult norm tend to be
  more
• in style than in grammar

8
Milestones in Motor and Language
DevelopmentSimplified

• Milestones Chart based on Nick Cipollone, Steven
  Hartman Keiser Shravan Vasishth, editors. 1998.
  Language Files, seventh edition. Columbus, Ohio
  Ohio State University Press, pp. 287-289.
• Cipollone et al.'s version was based on Eric H.
  Lenneberg. 1967. Biological Foundations of
  Language. New York John Wiley Sons. With
  additions from Carroll, David W. 1999.
  Psychology of Language, third edition. Pacific
  Grove, California Brooks/Cole Publishing
  Company, Chapter 10 Early Language Acquisition.

9
Language Acquisition 1

• The acquisition of language is doubtless the
  greatest intellectual feat any one of us is ever
  required to perform.
• Leonard Bloomfield, Language (1933)

Fromkin, Victoria, Robert Rodman Nina Hyams.
2011. An Introduction to Language, 9th edition.
Wadsworth, Cengage Learning, p. 324.
10
Language Acquisition 2

• The capacity to learn language is deeply
  ingrained in us as a species, just as the
  capacity to walk, to grasp objects, to recognize
  faces. We dont find any serious differences in
  children growing up in congested urban slums, in
  isolated mountain villages, or in privileged
  suburban villas.
• Dan Slobin, The Human Language Series, 2 (1994)

Fromkin, Victoria, Robert Rodman Nina Hyams.
2011. An Introduction to Language, 9th edition.
Wadsworth, Cengage Learning, p. 324.
11
Language Acquisition Overview 1

• 1. Children DO NOT learn a language simply by
  memorizing the sentences of the language. (The
  list of words is finite, but no dictionary can
  hold all the sentences, which are infinite in
  number.)
• 2. Children DO acquire a system of grammatical
  rules.
• (a) Children learn to construct sentences, most
  of which they have never produced before.
• (b) Children learn to understand sentences they
  have never heard before. They cannot do so by
  matching the heard utterance with some stored
  sentence.

Fromkin, Victoria, Robert Rodman Nina Hyams.
2011. An Introduction to Language, 9th edition.
Wadsworth, Cengage Learning, pp. 324-425.
12
Language Acquisition Overview 2

• 3. Children must therefore construct the rules
  that permit them to use their language creatively
  or we can say they reinvent the grammar of
  their parents.
• 4. No one teaches them these rules. Their
  parents are no more aware of the phonological,
  morphological, syntactic, and semantic rules than
  are the children.

Fromkin, Victoria, Robert Rodman Nina Hyams.
2011. An Introduction to Language, 9th edition.
Wadsworth, Cengage Learning, pp. 324-425.
13
Input Problems in Language Acquisition

• ? Sentence fragments
• ? False starts
• ? Speech errors
• ? Interruptions

Fromkin, Victoria, Robert Rodman Nina Hyams.
2003. An Introduction to Language, 7th ed.
Boston, MA Wadsworth, p. 342.
14
Language Acquisition Theories

• ? Imitation
• ? Reinforcement
• ? Analogy
• ? Structured Input

Fromkin, Victoria, Robert Rodman Nina Hyams.
2011. An Introduction to Language, 9th edition.
Wadsworth, Cengage Learning, pp. 325-329.
15
Theories of Child Language Acquisition
Imitation?

• Child My teacher holded the baby rabbits and we
• patted them.
• Adult Did you say your teacher held the baby
  rabbits?
• Child Yes.
• Adult What did you say she did?
• Child She holded the baby rabbits and we patted
  them.
• Adult Did you say she held them tightly?
• Child No, she holded them loosely.
• Courtney Cazden (1972)

Fromkin, Victoria, Robert Rodman Nina Hyams.
2011. An Introduction to Language, 9th edition.
Wadsworth, Cengage Learning, p. 325.
16
Child language that could not have been imitated

• holded
• tooths
• goed
• childs plural of child
• a my pencil two foot
• what the boy hit?
• other one pants
• Mommy get it my ladder
• cowboy did fighting me

Fromkin, Victoria, Robert Rodman Nina Hyams.
2011. An Introduction to Language, 9th edition.
Wadsworth, Cengage Learning, pp. 325-326.
17
Theories of Child Language Acquisition
Reinforcement?

• Child Nobody dont like me.
• Mother No, say Nobody likes me.
• Child Nobody dont like me.
• (dialogue repeated eight times)
• Mother Now, listen carefully, say Nobody
• likes me.
• Child Oh, nobody dont likes me.

Fromkin, Victoria, Robert Rodman Nina Hyams.
2011. An Introduction to Language, 9th edition.
Wadsworth, Cengage Learning, p. 326.
18
Theories of Child Language Acquisition
Reinforcement?

• Child Want other one spoon, Daddy.
• Father You mean, you want the other spoon.
• Child Yes, I want other one spoon, please,
  Daddy.
• Father Can you say the other spoon?
• Child Otheronespoon.
• Father Say other.
• Child Other.
• Father Spoon.
• Child Spoon.
• Father Otherspoon.
• Child Otherspoon. Now give me other one
  spoon?

Fromkin, Victoria, Robert Rodman Nina Hyams.
2011. An Introduction to Language, 9th edition.
Wadsworth, Cengage Learning, p. 327.
19
Theories of Child Language Acquisition Analogy?

• HEAR I painted a red barn.
• CREATE I painted a blue barn.
• HEAR I painted a barn red.
• HEAR I saw a red barn.
• CREATE I saw a barn red.

Fromkin, Victoria, Robert Rodman Nina Hyams.
2011. An Introduction to Language, 9th edition.
Wadsworth, Cengage Learning, pp. 327-328.
20
Theories of Child Language Acquisition
Structured Input?

• Baby talk
• Motherese
• Caretaker speech
• Child-directed speech (CDS)

Fromkin, Victoria, Robert Rodman Nina Hyams.
2011. An Introduction to Language, 9th edition.
Wadsworth, Cengage Learning, p. 329.
21
Characteristics of Caretaker Speech

• Prosody, etc.
• Higher in pitch
• More variable in pitch
• More exaggerated in intonational contours
• Slower
• Smoother pitch contours
• More rhythmic
• More pauses
• Content
• More repetitions
• More based in the here and now

Carroll, David W. 1994. Psychology of Language,
second edition. Pacific Grove, California
Brooks/Cole Publishing Company, p. 250.
22
First Steps in Acquiring a Language

• ? Pre-linguistic
• ? Babbling
• ? First words
• ? Segmenting the speech stream

Fromkin, Victoria, Robert Rodman Nina Hyams.
2011. An Introduction to Language, 9th edition.
Wadsworth, Cengage Learning, pp. 333-339.
23
Sixteen month-old JPs Vocabulary

• ?aw not s aerosol spray
• b??/m?? up sju shoe
• da dog haj hi
• i?o/si?o Cheerios sr shirt / sweater
• sa sock s?/?s? whats
• that?/hey, look
• aj/?j light ma mommy
• baw/daw down d? daddy

Fromkin, Victoria, Robert Rodman Nina Hyams.
2011. An Introduction to Language, 9th edition.
Wadsworth, Cengage Learning, p. 336.