Module Description
This module looks at how preschool children combine words to form sentences and how they learn to create the different forms of any given word in their language (e.g. walk+ed = past tense form of walk). The module will focus mainly on the acquisition of English as a first language by monolingual children, but it also provides the background for other modules that focus on the acquisition of other languages or on bilingual/second language acquisition. We will first take a look at models of first language acquisition and discuss their assumptions about the role of children's input, children's general cognitive abilities and children's innate predispositions for language acquisition. Then, we will discuss earlier studies that have investigated how children acquire the structure of English words and sentences. Based on this overview, we will analyse actual recordings of preschool children's speech from the CHILDES database of child language recordings. For this analysis, we will be using the search tools for this database. The results and their interpretation will be presented in a report, in which students also suggest a follow-up experiment.
Aims
This module aims to give students an overview of research on children's acquisition of English and to introduce them to a variety of data analysis techniques. The module also gives students the chance to develop and present their arguments in different formats.
Learning Outcomes
On successful completion of the module, the student will be able to:
(i) describe commonly used empirical methods in language acquisition research
(ii) discuss the core assumptions of theoretical models in research on the acquisition of the syntax of their first language by preschool children,
(iii) describe and analyse aspects of the syntax of preschool children's speech, using appropriate terminology, techniques and computer tools (CHAT, CLAN),
(iv) critically evaluate the strengths and weaknesses of research into preschool children's acquisition of the syntax of their first language(s),
(v) present ideas in a structured, coherent and cohesive fashion, using appropriate style and terminology, and demonstrating clarity, precision, accuracy and originality.
(vi) present a plan for an experimental study on child-language acquisition
This module looks at how preschool children combine words to form sentences and how they learn to create the different forms of any given word in their language (e.g. walk+ed = past tense form of walk). The module will focus mainly on the acquisition of English as a first language by monolingual children, but it also provides the background for other modules that focus on the acquisition of other languages or on bilingual/second language acquisition. We will first take a look at models of first language acquisition and discuss their assumptions about the role of children's input, children's general cognitive abilities and children's innate predispositions for language acquisition. Then, we will discuss earlier studies that have investigated how children acquire the structure of English words and sentences. Based on this overview, we will analyse actual recordings of preschool children's speech from the CHILDES database of child language recordings. For this analysis, we will be using the search tools for this database. The results and their interpretation will be presented in a report, in which students also suggest a follow-up experiment.
Aims
This module aims to give students an overview of research on children's acquisition of English and to introduce them to a variety of data analysis techniques. The module also gives students the chance to develop and present their arguments in different formats.
Learning Outcomes
On successful completion of the module, the student will be able to:
(i) describe commonly used empirical methods in language acquisition research
(ii) discuss the core assumptions of theoretical models in research on the acquisition of the syntax of their first language by preschool children,
(iii) describe and analyse aspects of the syntax of preschool children's speech, using appropriate terminology, techniques and computer tools (CHAT, CLAN),
(iv) critically evaluate the strengths and weaknesses of research into preschool children's acquisition of the syntax of their first language(s),
(v) present ideas in a structured, coherent and cohesive fashion, using appropriate style and terminology, and demonstrating clarity, precision, accuracy and originality.
(vi) present a plan for an experimental study on child-language acquisition
- Module Supervisor: Laurel Lawyer