Child Language Development: Irregular Verb Forms

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Questions and Answers

What type of language forms do children typically hear before the more regular forms?

Future-tense forms

Irregular past-tense forms (correct)

Regular past-tense forms

Present-tense forms

What is the primary force in first language acquisition?

Environmental influence

Social interaction

Imitation

Innate ability (correct)

At what age do children typically work out which forms are regular and which are not?

After the age of 6

Around the age of 3

After the age of 4 (correct)

Before the age of 2

What is the order in which the regular -s marker appears on verbs?

First with full verbs and then with auxiliaries Signup and view all the answers

What do studies of syntactic structures used by young children suggest about language acquisition?

That children have their own way of expressing what they understand Signup and view all the answers

What is a characteristic of Stage 1 question formation in children?

Using short, simple sentences Signup and view all the answers

At what stage do children typically start using auxiliary verbs in their questions?

Stage 3 Signup and view all the answers

What is a key difference between Stage 2 and Stage 3 question formation in children?

Use of auxiliary verbs Signup and view all the answers

What is the focus of communicative experiences for L2 learners?

Functions of language Signup and view all the answers

What is an 'error' viewed as in traditional language teaching?

Something to be avoided or eradicated Signup and view all the answers

What occurs when an L1 feature is used in the L2 and it makes the L2 expression difficult to understand?

Negative transfer Signup and view all the answers

What is the term for the in-between system used in the L2 acquisition process that contains aspects of the L1 and L2?

Interlanguage Signup and view all the answers

Why does a Spanish L1 speaker who says 'She name is Maria' in English not use a correct English sentence structure?

Because of the influence of the interlanguage Signup and view all the answers

What is the result of using sounds, expressions, or structures from the L1 when performing in the L2?

Transfer Signup and view all the answers

What is a focus of communicative experiences for L2 learners, especially in terms of language production?

Functional language use Signup and view all the answers

Why is it beneficial for L2 learners to receive feedback on their language production?

To understand the learning process Signup and view all the answers

What might hinder learning according to affective factors?

Stress, discomfort, self-consciousness, or lack of motivation Signup and view all the answers

What is the primary focus of the grammar-translation method?

Vocabulary lists and sets of grammar rules Signup and view all the answers

What is the underlying belief of the audiolingual method?

Language learning is essentially a set of habits Signup and view all the answers

What do communicative approaches react against?

The artificiality of pattern-practice and the belief in conscious grammar learning Signup and view all the answers

What was the purpose of William Caxton's book in 1483?

To provide a guide for learning French and English Signup and view all the answers

What is a limitation of the grammar-translation method?

It often leaves students ignorant of everyday conversation Signup and view all the answers

What is a characteristic of the audiolingual method?

Hours of language laboratory practice Signup and view all the answers

What is a key difference between the audiolingual method and communicative approaches?

The focus on pattern-practice versus everyday conversation Signup and view all the answers

Study Notes

Language Acquisition

Children develop language skills in stages, with irregular past-tense forms (e.g. "went" and "came") appearing before regular forms (e.g. "walkeded" and "playeded").
Children work out which forms are regular and which are not around the age of four.
The regular -s marker on third person singular present-tense verbs appears first with full verbs (e.g. "comes" and "looks") and then with auxiliaries (e.g. "does" and "has").

Developing Syntax

Children's speech production is not solely based on imitation, as they have their own way of expressing themselves.
Children's syntactic structures differ from adult forms, even when repeating what they hear.
There are stages in forming questions, from simple ones like "Where kitty?" to more complex ones like "What did you do?".

Language Learning and Teaching

Communicative experiences for L2 learners focus on the functions of language rather than its forms.
"Errors" in language learning are not hindrances, but rather clues to active learning progress.
Transfer refers to using sounds, expressions, or structures from the L1 when performing in the L2, which can be either positive or negative.

Interlanguage and Affective Factors

Interlanguage is an in-between system used in L2 acquisition, containing aspects of the L1 and L2, but with its own rules.
L2 learners' language production contains "errors" not related to the L1 or L2.
Affective factors, such as emotional reaction, stress, or discomfort, can negatively impact language learning.

Methods of Language Teaching

The grammar-translation method emphasizes vocabulary lists, grammar rules, and written language, with roots in traditional Latin teaching.
The audiolingual method involves practice in a language laboratory, focusing on developing "habits" of language use.
Communicative approaches react against the artificiality of "pattern-practice" and emphasize the interactional nature of spoken language use.

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Description

Explore how children learn and understand irregular verb forms, such as 'went' and 'came', and how they distinguish between regular and irregular forms. Discover the development of the -s marker in present-tense verbs.