Brown describes a MLU score of 3.0 to 3.75 as Stage IV of language development, which corresponds with an approximate age of 35 to 40 months. Jay has reached 41 months of age at the time of this evaluation, which puts him in Stage V of language development, with corresponding ages of 41 to 46 months. Jay's MLU score is 3.5, which may be interpreted to indicate that Jay is moderately behind in language development on this particular scale. As has been noted in this report, Jay may quite simply prefer to use shorter sentences. But what is of particular interest is that the phrases and shorter sentences appear to be less accurate than the few longer sentences that Jay speaks.
Developmental Sentence Score (DSS). Jay scores in the normal range for grammatical sentence construction, however, his sample of 25 intelligible utterances spans the spectrum from one word utterances to well-spoken requests, such as: "When are we gonna do that?" And, "I want some of those people." Jay tends to use pronouns more often than he names of labels things. Therapists refer to children who us many pronouns as pronominal children, and recognize that these children tend to use sentence structure earlier than nominal children, who ten to use names to describe things. Jay appears to just be starting to use negation, which is a robust demonstration of language development in his age group. Jay's parents and ECE teachers can encourage Jay to begin using conjunctions to link those short sentences and phrases he seems to prefer.
Correct/Incorrect Form Analysis. Parents and teachers are encouraged to continue modeling clear and simple models for expressive language, taking a zone of proximal development approach. For example, to provide scaffolding to Jay's expressive language, his ECE teachers and his parents may wish to make frequent past tense, regular third person references. Supplying a narrative about the activities of others can provide manageable models for Jay to emulate. For instance, say: "Morgan pulled the wagon. He pulled the wagon to our house." Or, "Curious George jumped down. He jumped down...
They left that, as they said, to 'future research', but as yet no future research seemingly has been done on that subject. This is the contribution of this study. Research Objective The first step is to replicate Dulay & Burt's (1973) previous study. Times have changed. The educational system has changed. Our aim will be to test whether the 12% of syntactic errors are indeed unique, or whether their appearance is due
In colloquial Polish speech, hyperbaton is associated with strong focus, optimally with symmetrical contrast. However, in literary prose hyperbaton can also occur with weak focus and with unfocused nonlexicals. When presented with examples of the exclusively literary type of hyperbaton out of their literary context, native speakers of Polish either rejected them say-ing that they did not understand why the Y1 modifiers were in hyperbaton, or corrected them into colloquially
, 2007, p. 314). Although it seems rather complex, Chomsky's innateness hypothesis is perhaps the most easily obtained explanation of children's ability to learn a language. Human beings are programmed with a whole host of cognitive abilities when they are born. We have the instinct to suck, learn how to walk without necessarily being taught, and can think without lessons in how to do so, although we may need training or
Instead of analyzing the innate meaning of these examples using a structured technique, Chomsky argues that it is only through subconscious knowledge of transformational grammar that one can truly understand the deeper meaning of language. Of course, this theory has been challenged by many with its emphasis on syntax and lack of focus on semantics, but as Chomsky himself said: But the fundamental reason for [the] inadequacy of traditional grammars is
The illustrations found within the pages of Dr. Seuss stories are also an attention grabber which help keep students focused and tie into the lessons of prepositions and vocabulary. Another simple yet effective method of teaching English to ESL students is to utilize game playing strategies. Games are used in learning since birth, and for adults and kids alike, it is the best way to incorporate all the students together
English Language Learning (Native Speakers) Stage/Age Language Overall Phonology Morphology Syntax Semantics Implications on reading and writing Practical Approaches Birth -3 mo. Cries, responds to tone, attentive to special sounds, and begins to vocalize. Reflexive and diverse cries, coos and gurgles. Verbal play, some consonants, laughing. No understanding Sounds or intensity as opposed to meaning. Music and talk to child Double syllables, MAMA, tunefully vocalize Vocalizes pleasure and pain; initiates speech, reproduces babbles. Increased sounds and imitation Very little understanding Truck red; hungry eat, etc. Use of words and instructi8ons, jargon
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