Linguists have long been intrigued with children’s acquisition of their native tongue. But only since the 1970s, considerable attention has been paid to first language acquisition in research (Kuczaj & Barrett 1986: ix). First language acquisition is the study of when and how infants and children get a command of their native tongue (Goodluck 1991: 1). Even though there are a number of empirical studies and data, there is still a significant need for further research on children’s language acquisition. The fact that children acquire implicit and productive knowledge of adult grammar—even though they do not obtain explicit instruction in the linguistic rules of their specific language and their language input is severely restricted to the speech that they hear—is called the logical problem of language acquisition (Goodluck 1991: 3). According to Goodluck, this logical problem is the reason why the notion of an innate and unconscious linguistic knowledge is quite common among (psycho)linguists (1991: 3). The assumption that the child is biologically equipped with fundamental linguistic knowledge can additionally be justified with the fact that deaf children babble (Goodluck 1991: 141). The study of first language acquisition is as complex as the process itself since there are different theories and approaches and, most importantly, because language acquisition differs cross-linguistically and individually. The paper explains how English-speaking children start to acquire past tense structures and elucidates the patterns in which regular and irregular past tense forms are acquired.This is particularly interesting because children’s acquisition of relational terms like verbs has only recently been studied in greater detail (Behrens 2001: 451).
Inhaltsverzeichnis (Table of Contents)
- 1. Introduction: First language acquisition
- 2. On learning verbs
- 3. Acquisition of past tense structures
- 3.1 Tense and aspect
- 3.2 Regular and irregular verbs
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This term paper aims to provide an overview of how English-speaking children acquire past tense structures. It explores the complexities of verb acquisition, focusing specifically on the development of temporal understanding and the application of regular and irregular verb forms.
- The acquisition of verbs in English as a first language.
- The development of understanding and use of past tense structures.
- The distinction between regular and irregular verb conjugations.
- The role of cognitive development in language acquisition.
- The relationship between semantic understanding and grammatical development.
Zusammenfassung der Kapitel (Chapter Summaries)
1. Introduction: First language acquisition: This introductory chapter sets the stage by exploring the fascinating and complex field of first language acquisition (FLA). It highlights the "logical problem" of language acquisition—how children master the complexities of grammar without explicit instruction—and introduces the concept of universal grammar, suggesting an innate linguistic capacity in humans. The chapter further reviews developmental stages in language acquisition, noting the rapid vocabulary growth in English-speaking children and emphasizing the cross-linguistic and individual variations in FLA. The introduction specifically frames the paper's focus on past tense acquisition in English-speaking children, highlighting the relatively recent attention given to this specific aspect of verb learning.
2. On learning verbs: This chapter delves into the inherent complexities of verb acquisition. It presents the argument that nouns, particularly concrete nouns, are acquired before verbs, supported by the Natural Partitions Hypothesis which posits that the relational and variable nature of verb meanings makes them less transparent to young children than the referential meanings of nouns. The chapter cites research supporting this early noun bias and examines the morphological challenges posed by English verbs, where a single verb root can take multiple forms (e.g., draw, draws, drew, drawn, drawing). This morphological complexity adds to the difficulty children face in mastering verb usage. The chapter concludes by emphasizing the crucial role of content words and their combination rules in the acquisition of grammatical morphemes, providing a bridge to the subsequent discussion of past tense acquisition.
3. Acquisition of past tense structures: This chapter focuses on children's acquisition of the past tense in English, specifically addressing the semantic concept of "earlierness." It analyzes research on preschool children's utterances, illustrating their understanding of past tense even when making grammatical errors. This shows that semantic comprehension of past tense precedes perfect grammatical mastery. The discussion segues into the concepts of tense and aspect, exploring the development of children's understanding of time and their ability to distinguish between speech time, event time, and reference time. The chapter concludes by discussing the cognitive and linguistic prerequisites for the successful production of past tense forms, highlighting the importance of both linguistically independent temporal representations and knowledge of inflectional morphemes.
Schlüsselwörter (Keywords)
First language acquisition, English past tense, verb acquisition, regular and irregular verbs, tense and aspect, cognitive development, language development, universal grammar, semantic understanding, morphological development.
Frequently Asked Questions: A Comprehensive Language Preview on Past Tense Acquisition
What is the main topic of this language preview?
This preview focuses on the acquisition of past tense structures in English-speaking children, exploring the complexities of verb acquisition and the development of temporal understanding.
What are the key themes explored in the preview?
Key themes include the acquisition of verbs in English as a first language, the development and use of past tense structures, the distinction between regular and irregular verb conjugations, the role of cognitive development in language acquisition, and the relationship between semantic understanding and grammatical development.
What chapters are included in the preview, and what do they cover?
The preview includes three chapters: Chapter 1 (Introduction: First Language Acquisition) sets the stage by discussing first language acquisition, universal grammar, and developmental stages. Chapter 2 (On Learning Verbs) delves into the complexities of verb acquisition, focusing on the acquisition of nouns versus verbs and the morphological challenges of English verbs. Chapter 3 (Acquisition of Past Tense Structures) focuses on children's acquisition of the past tense, exploring the semantic concept of "earlierness," tense and aspect, and the cognitive and linguistic prerequisites for producing past tense forms.
What is the "logical problem" of language acquisition referred to in the preview?
The "logical problem" refers to the challenge of how children master the complexities of grammar without explicit instruction, leading to the exploration of innate linguistic capacities (universal grammar).
What is the Natural Partitions Hypothesis, and how does it relate to verb acquisition?
The Natural Partitions Hypothesis suggests that nouns (especially concrete ones) are acquired before verbs because their referential meanings are more transparent to young children than the relational and variable nature of verb meanings.
How does the preview explain the difference between regular and irregular verbs in relation to acquisition?
The preview highlights the morphological complexity of English verbs, where a single verb root can have multiple forms (e.g., draw, draws, drew, drawn, drawing). This complexity adds to the challenge children face in mastering verb usage, particularly differentiating regular and irregular verb conjugations.
What is the relationship between semantic understanding and grammatical development in past tense acquisition, as discussed in the preview?
The preview demonstrates that semantic comprehension of past tense (understanding the concept of "earlierness") often precedes perfect grammatical mastery. Children may understand the meaning of past tense before accurately producing the grammatically correct forms.
What are the cognitive and linguistic prerequisites for successful past tense production?
Successful past tense production requires both linguistically independent temporal representations (understanding time) and knowledge of inflectional morphemes (the grammatical elements that indicate tense).
What keywords are associated with the topics covered in this preview?
Keywords include: First language acquisition, English past tense, verb acquisition, regular and irregular verbs, tense and aspect, cognitive development, language development, universal grammar, semantic understanding, morphological development.
- Quote paper
- Bachelor of Arts Jella Delzer (Author), 2020, First Language Acquisition. How Englisch-speaking children acquire past tense structures, Munich, GRIN Verlag, https://www.grin.com/document/1139471
