In terms of Universal Grammar, our language is made up out of grammatical categories, namely lexical categories and functional categories (compare 1997 Radford: 29-60). What are grammatical categories? When little babies enter our world – do they carry categories within them? What are their first words? Do they belong to a certain category and is the child aware of that? How do children’s first word-combinations look like? Are there similarities to the adults’ language?
This paper suggests answers to these questions. Since every language has a more or less different grammar, the focus stays on the English language. This makes it possible to go into detail. Moreover, the concern lies in early child English up to the age of about two years. The overall claim is that children up to that age only produce words and word combinations belonging to thematic or lexical classes. This is also Radford’s thesis presented in his book Syntactic Theory and the Acquisition of Syntax (1990).
To be able to understand what lexical categories are, the following chapter provides a definition of grammatical categories. Afterwards, Radford’s theory will be described. In the next section, examples of children up to the age of about two years are given and analyzed concerning the occurrence of lexical categories. Other opinions will be presented and discussed in the following section. The paper closes with a conclusion.
Table of Contents
- 1. Introduction
- 2. An Overview on the Topic
- 2.1 Definition of Lexical Categories
- 2.2 Radford's Theory
- 2.2.1 The Four Stages in Language Acquisition
- 2.2.2 Categorization and Projection in Language Acquisition
- 3. Data
- 3.1 A Child's Noun-System
- 3.2 A Child's Verb-System
- 3.3 A Child's Preposition-System
- 3.4 A Child's Adjective-System
- 3.5 The Lack of Functional Elements in Early Child English
- 3.6 Summary
- 4. Other Opinions and Comments
- 5. Conclusion
- 6. References
Objectives and Key Themes
This paper aims to investigate the development of lexical categories in early child English, focusing on children up to the age of two. It examines Radford's theory of language acquisition and analyzes data from child language to explore the emergence and use of lexical categories (nouns, verbs, adjectives, prepositions) during this developmental stage. The paper seeks to determine whether children at this age primarily use words belonging to lexical classes, excluding functional categories.
- The development of lexical categories in early child English.
- Analysis of Radford's theory of language acquisition stages.
- Examination of the presence or absence of functional categories in early child speech.
- Comparison of children's language use with adult language structures.
- Exploration of the thematic nature of early child word combinations.
Chapter Summaries
1. Introduction: This introductory chapter sets the stage for the paper by posing fundamental questions regarding grammatical categories, their presence in early child language, and the characteristics of children's first words and word combinations. It highlights the focus on early child English (up to age two) and introduces Radford's thesis that children at this age produce only words and word combinations from lexical categories. The chapter outlines the paper's structure, promising to define lexical categories, detail Radford's theory, analyze child language data, present other viewpoints, and conclude with a synthesis of findings.
2. An Overview on the Topic: This chapter provides a comprehensive overview of lexical and functional categories in language. It begins by defining lexical categories (nouns, verbs, adjectives, and prepositions) and differentiates them from functional categories (determiners, complementizers, and inflections). The chapter emphasizes the open vs. closed nature of these categories, outlining key differences in their properties, such as phonological dependency, complement selection, and their role in grammatical structure. The chapter also provides a detailed explanation of Radford's theory of language acquisition, serving as the theoretical framework for the subsequent analysis.
3. Data: This chapter presents and analyzes data from the speech of children up to the age of two, focusing on their usage of nouns, verbs, prepositions, and adjectives. It examines examples of children’s word combinations, illustrating how these examples either support or challenge Radford’s claims about the presence (or absence) of functional elements. The chapter provides a detailed, systematic analysis of the children's language use, providing substantial evidence to support the main arguments presented in the paper. The chapter also considers the implications of the findings for broader theories of language acquisition.
Keywords
Lexical categories, functional categories, early child English, language acquisition, Radford's theory, grammatical development, nouns, verbs, adjectives, prepositions, Universal Grammar, thematic categories.
Frequently Asked Questions: Development of Lexical Categories in Early Child English
What is the main topic of this paper?
This paper investigates the development of lexical categories (nouns, verbs, adjectives, prepositions) in early child English, specifically focusing on children up to the age of two. It examines Radford's theory of language acquisition and analyzes data from child language to understand the emergence and use of these categories during this developmental stage.
What is Radford's theory, and how does it relate to the paper?
Radford's theory proposes that children at this early age primarily use words and word combinations from lexical categories, excluding functional categories (determiners, complementizers, inflections). This paper uses Radford's theory as its theoretical framework to analyze the data and determine whether the data supports or challenges this claim.
What kind of data is analyzed in the paper?
The paper analyzes data from the speech of children up to the age of two. This data focuses on their use of nouns, verbs, prepositions, and adjectives, examining examples of word combinations to see if functional elements are present.
What are the key themes explored in the paper?
Key themes include the development of lexical categories in early child English, analysis of Radford's theory, examination of functional categories in early child speech, comparison of children's language use with adult language, and exploration of thematic patterns in early child word combinations.
What are the objectives of this research?
The paper aims to investigate the development of lexical categories in early child English, focusing on children up to the age of two. It seeks to determine whether children at this age primarily use words belonging to lexical classes, excluding functional categories, and to analyze Radford's theory in light of this data.
What are the chapter summaries?
The paper is structured as follows: Chapter 1 introduces the topic and Radford's theory. Chapter 2 provides an overview of lexical and functional categories and details Radford's theory. Chapter 3 presents and analyzes data from children's speech. Later chapters offer additional viewpoints and conclusions.
What are the key words associated with this paper?
Key words include lexical categories, functional categories, early child English, language acquisition, Radford's theory, grammatical development, nouns, verbs, adjectives, prepositions, Universal Grammar, and thematic categories.
What is the overall conclusion of the paper (as previewed)?
The preview suggests that the paper will offer a synthesis of its findings regarding the presence or absence of functional categories in early child English and their relation to Radford's theory.
What is the target age range of children whose language is studied in this paper?
The paper specifically focuses on the language development of children up to the age of two.
What is the significance of studying lexical categories in early child language?
Studying lexical categories in early child language is significant for understanding the process of language acquisition and the development of grammatical structures in children. It provides insights into the innate linguistic abilities of children and how they build upon these abilities to develop more complex grammatical systems.
- Quote paper
- Helga Mebus (Author), 2007, Lexical categories in early child English, Munich, GRIN Verlag, https://www.grin.com/document/93223
