There are many ways of talking to children and preverbal infants and also a great variety of opinions about how important the child’s environment is or if it plays a role at all. The question is not only how and why children understand grammatical forms and language (Ochs & Schieffelin 1995: 73), but also which role other aspects, such as Parentese and Baby Talk, play. Are they necessary or totally unimportant? Should parents talk to their children at all or is it senseless because they do not understand what the parents say to them? Some people are of the opinion that Parentese only plays “a minimal role” (Garnica 1977: 63) whereas other people think that the verbal environment is important. In how far is the acquisition of language “the result of a process of interaction between mother and child” (Snow 1977: 31)? By explaining some aspects of talk to children, such as Parentese, Baby Talk, expansion, correction, imitation and by giving examples of children being socialized through language, the question about which role these aspects really play in first language acquisition should be answered.
Table of Contents
- 1. Introduction
- 2. Children as Addressees
- 2.1 Differences in Cultures
- 2.1.1 USA, Canada and Europe
- 2.1.2 Other Societies
- 2.2 Differences in Simplification
- 2.2.1 USA, Europe, Tamil, Inuit
- 2.2.2 Javanese, Kaluli and Samoan
- 2.3 Parentese
- 2.3.1 Definition
- 2.3.2 Aspects of Parentese
- 2.3.3 Importance of Parentese
- 2.4 Baby Talk
- 2.4.1 Prosodic Modifications
- 2.4.2 Grammatical Modifications
- 2.4.3 Lexical Modifications
- 2.4.4 Phonological Modifications
- 2.4.5 Discourse Modifications
- 2.4.6 Other Forms of Baby Talk
- 2.1 Differences in Cultures
- 3. Children as Speakers
- 3.1 Expansion
- 3.2 Imitation
- 3.3 Correction
- 4. Use of Grammatical Forms
- 4.1 Grammatical form as frequent but inappropriate for child use
- 4.1.1 Samoan
- 4.1.2 Kaluli
- 4.2 Grammatical form as infrequent but appropriate for child use
- 4.2.1 Kaluli
- 4.2.2 Samoan
- 4.1 Grammatical form as frequent but inappropriate for child use
Objectives and Key Themes
This paper aims to explore the diverse ways in which different cultures approach communication with infants and young children, and to analyze the role of these communicative practices in first language acquisition. The study investigates whether techniques like Parentese and Baby Talk are essential or inconsequential in a child's linguistic development.
- Cultural variations in addressing infants and young children
- The role of simplification strategies (Parentese and Baby Talk) in language acquisition
- The impact of different communication styles on children's grammatical development
- Comparison of communicative practices across various cultures (e.g., USA, Europe, K'iche' Mayan, Javanese)
- The significance of children as addressees versus overhearers in language learning
Chapter Summaries
1. Introduction: This introductory chapter sets the stage by highlighting the diverse approaches to communicating with young children and the varying opinions regarding the importance of the child's environment in language acquisition. It introduces the central question: Do methods such as Parentese and Baby Talk significantly impact language development, or are they negligible? The chapter lays the groundwork for investigating the roles of Parentese, Baby Talk, expansion, correction, and imitation in first language acquisition.
2. Children as Addressees: This chapter explores the contrasting ways societies communicate with infants. It contrasts cultures where infants are active participants in conversations (USA, Canada, Europe), using simplified language like Parentese, with those where infants are largely passive overhearers (K'iche' Mayan, Javanese), rarely directly addressed. The chapter emphasizes the cultural differences in beliefs about infants' comprehension and participation in conversations, demonstrating the varied approaches to early language socialization.
3. Children as Speakers: This chapter shifts focus to children's active role in language learning, examining the strategies they employ. It explores the processes of expansion (adult elaborations on children's utterances), imitation (children's repetition of adult speech), and correction (adult feedback on children's errors) as vital mechanisms that contribute to the development of their language skills. It highlights how these interactions between child and caregiver shape their linguistic competence.
4. Use of Grammatical Forms: This chapter delves into the complex relationship between the frequency of specific grammatical forms in adult speech and their appropriateness for child use. It analyzes the contrasting approaches found in different cultures, highlighting examples of grammatical features that are either frequently used yet inappropriate for children's production (e.g., in Samoan and Kaluli), or infrequently used but still developmentally appropriate (also in Kaluli and Samoan). The chapter demonstrates how the cultural context heavily influences the learning process.
Keywords
Language acquisition, language socialization, Parentese, Baby Talk, cultural variations, simplification strategies, grammatical development, child-directed speech, cross-cultural comparison, addressee, overhearer, expansion, imitation, correction.
Frequently Asked Questions: A Comprehensive Language Preview
What is the main topic of this document?
This document provides a comprehensive overview of a study exploring the diverse ways different cultures communicate with infants and young children, and how these communication practices influence first language acquisition. It examines the roles of Parentese and Baby Talk, along with other strategies like expansion, imitation, and correction, in children's linguistic development.
What are the key themes explored in this study?
The study investigates cultural variations in addressing infants and young children, the role of simplification strategies (Parentese and Baby Talk) in language acquisition, the impact of communication styles on children's grammatical development, and a cross-cultural comparison of communicative practices. It also explores the significance of children as addressees versus overhearers in language learning.
What are Parentese and Baby Talk, and what is their significance?
Parentese and Baby Talk are simplified forms of speech often used by adults when addressing infants and young children. The study investigates whether these styles are essential or inconsequential to a child's linguistic development, comparing their use across different cultures.
How does the study compare different cultural approaches to child-directed speech?
The study contrasts cultures where infants are active participants in conversations (e.g., USA, Canada, Europe) with those where infants are largely passive overhearers (e.g., K'iche' Mayan, Javanese). It highlights the varying degrees of simplification used and the different beliefs about infants' comprehension and participation in conversations.
What role do children's active contributions play in language acquisition?
The study examines children's active roles in language learning, focusing on strategies like expansion (adult elaborations on children's utterances), imitation (repetition of adult speech), and correction (adult feedback on errors). These interactions between child and caregiver are seen as vital mechanisms in shaping children's linguistic competence.
How does the study analyze the use of grammatical forms?
The study analyzes the relationship between the frequency of specific grammatical forms in adult speech and their appropriateness for children. It examines examples where frequently used forms are inappropriate for children's production (e.g., in Samoan and Kaluli) and conversely, infrequently used forms that are developmentally suitable (also in Kaluli and Samoan). This highlights the significant influence of cultural context on the language learning process.
What are the main chapters covered in the study?
The study includes an introduction, a chapter on children as addressees (exploring cultural variations in addressing infants), a chapter on children as speakers (examining their active roles in learning), and a chapter on the use of grammatical forms (analyzing the relationship between frequency and appropriateness).
What are the key words associated with this study?
Key words include language acquisition, language socialization, Parentese, Baby Talk, cultural variations, simplification strategies, grammatical development, child-directed speech, cross-cultural comparison, addressee, overhearer, expansion, imitation, and correction.
What is the overall objective of this research?
The main objective is to explore the diverse approaches to communicating with young children across different cultures and to analyze the impact of these communication practices on first language acquisition. It aims to determine the significance of specific methods like Parentese and Baby Talk in children's linguistic development.
Where can I find more information about this research?
For more detailed information and the full study, please refer to the original publication (citation details would be included in the full document).
- Arbeit zitieren
- Jessica Narloch (Autor:in), 2006, Social Aspects of Language Acquisition - Language Socialization and Grammatical Development, München, GRIN Verlag, https://www.grin.com/document/70469
