![]() So then they produce incorrect (but painstakingly analyzed) language such asīecause they've overgeneralized the +ed past-tense verb ending to apply to ALL verbs in English.Ī little later, they'll figure out that certain verbs have an irregular form that needs to be used, and they swing up the other side of the U-shaped curve of development and produceĪgain. They're just slapping together unanalyzed (but correct) chunks of language that they've heard their interlocutors use.Īfter a while, however - right around Magdalena's age and a little older - the kids have a "wait a second." moment when they realize that verbs in English are supposed to form the past tense by adding +ed at the end. , without understanding that it is an irregular past-tense verb form. At an early age, they can produce correct irregular past-tense verb forms such as Something interesting that young kids do during the course of figuring out their native language is make progress by taking a few steps backwards. Specifically, I was testing her progress along what is called a U-shaped curve of development. I had a hard time getting her to produce the language samples I needed. Unfortunately, it didn't turn out that way. Of course I chose Magdalena - I have easy access to her and she is already accustomed to my presence, so I figured an observation would be cake. It was required that we film our interaction with the child. Then we had to write up the entire experiment, complete with results analysis. We did this by either replicating a language elicitation device from the literature or coming up with something on our own. We had to choose a child between the ages of 0-7 (by age 7, most aspects of the basic framework of spoken language have fully developed) and then choose a specific feature of language to investigate. As part of our study of L1, each of us had to do a child language observation. We've finished up First Language Acquisition in my LA class and are moving on to Second Language Acquisition.
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