LANGUAGE
Language consists of five main rule systems, each with its own unique twist but helps bring the whole idea and concept of language together for everyone to perceive and understand in a harmonic fashion:
1. Phonology- this is the basic sound make up of every language. It is recognizably called the sound system. It includes how sounds are used, and how they may/ may not be combined. A phoneme is the basic unit of sound in a language.
2. Morphology- This refers to the basic units of meaning in the formation of a word. A word can consist of one morpheme, or multiple, but always has at least one. A word such as “help” or “helper”. Morphemes have many roles in grammar, especially when it comes to marking tense.
3. Syntax- This rule involved the way words are combined to form an acceptable phrase and or sentence. Such as “Bill kicked Ron” you know who did the kick and in which case it happened because you have a syntactic understanding. The syntax in language changes throughout culture, but each culture has a basic understanding on how to create understandable phrases.
4. Semantics- The fourth rule refers to the meaning of words and sentences. Each word in a sentence has sematic features which help give that word a distinct meaning; like boy and man. Sentences can by syntactically correct, but not semantically correct.
5. Pragmatics- The fifth and final rule, this rule refers to the proper use of language in different contexts. Using polite language, abrupt language, motivational language, etc. demonstrates that you have proper pragmatics. Although pragmatics also varies depending on cultural use.
1. Phonology- this is the basic sound make up of every language. It is recognizably called the sound system. It includes how sounds are used, and how they may/ may not be combined. A phoneme is the basic unit of sound in a language.
2. Morphology- This refers to the basic units of meaning in the formation of a word. A word can consist of one morpheme, or multiple, but always has at least one. A word such as “help” or “helper”. Morphemes have many roles in grammar, especially when it comes to marking tense.
3. Syntax- This rule involved the way words are combined to form an acceptable phrase and or sentence. Such as “Bill kicked Ron” you know who did the kick and in which case it happened because you have a syntactic understanding. The syntax in language changes throughout culture, but each culture has a basic understanding on how to create understandable phrases.
4. Semantics- The fourth rule refers to the meaning of words and sentences. Each word in a sentence has sematic features which help give that word a distinct meaning; like boy and man. Sentences can by syntactically correct, but not semantically correct.
5. Pragmatics- The fifth and final rule, this rule refers to the proper use of language in different contexts. Using polite language, abrupt language, motivational language, etc. demonstrates that you have proper pragmatics. Although pragmatics also varies depending on cultural use.
Language in Infancy
Some key milestones within the infancy stage of developing children first start off with babbling and other vocalizations. These help to create the way a baby makes sounds and how to communicate with other people, along with attracting attention. The infant may cry, coo, or babble. Next the infant begins to make gestures, usually around 8 to 12 months of age. They may begin to wave bye, or nod their head for a yes or no. They begin to figure out how gesturing to certain body parts can resemble their desire for something, like smack of the lips for food. Failure for a child to develop pointing may mean the child is autistic. Next the infant begins to recognize and react to sounds. The sounds can enhance different moods and motivate them to preform actions. The child will create similar sounds to the ones they are hearing, and hopefully start to form words. Between the age of 10 to 15 months the infant will probably muter their first word(s). Usually this word is of basic meaning and around them in everyday life; like that of dada, ball, or car. After the first word is spoken the infants’ vocabulary drastically increases. By 18 months of age the infant can say on average about 50 words. The Final stage of infant development is that of two-word utterances. By the time the child is 18 to 24 months of age these utterances usually begin, which is a big stage when it comes to forms sentences. The use of just two words to create meaning is known as telegraphic speech. Some familiar two-word utterances are; all gone, more milk, big car, etc.
Language in Childhood
As an infant begin to go through their early childhood the language skills quickly increase. By three years old they can produce vowel sounds and most constant sounds. The child begins to create appropriate endings for words, along with the use of prepositions. Children will begin to apply proper syntax to words and sentences as well. They create an understanding of the wh- questions, and in order to do this they must have a concrete understanding of how each one can be answered properly and comprehend it as well. Fast mapping involves the child’s ability to make a quick initial connection between words and there referent with only limited exposure to that word. Advances in pragmatics are also a big thing in childhood; certainly a six year old would be able to have a conversation much better than a 3 year old. This is because these older children are grasping the understanding of how words are put together to form full meaningful sentences. “Around 4 or 5 years of age the child begins to change their speech to suit the specific situation” (Santrock, 2010; 325). Finally the child is able to properly read in a fluid form, with minimal errors, but in the areas that make sense. In middle to late childhood however, their mental vocabulary increases in strength and reasonable function. A child’s vocabulary may increase from 14,000 words at age 6 to 40,000 words at age 11. With the increase in vocabulary comes the ability to create disclosure in sentences and make relating comments in conversation. Metalinguistic awareness is the knowledge about language, which the child learns about throughout elementary and from there on out. Whole-language approach is related to reading, this stresses that reading instruction parallels the child’s natural learning of language. The phonics approach on the other hand emphasizes that reading instruction is basic rule for translating symbol to sound. This comes writing, where the child can right down the words that appear within their thoughts and make sense in sentence structure when put onto paper. In late child hood it is also very vulnerable state for the child to learn a second language, while learning and adapting to the one already being taught.