Grammatical morphemes. In the second half of the 20

Chapter 1. Language acquisition is a process when people acquire or perceive language in order to understand it, to produce words, to communicate with each other. It starts from early childhood, even from the birth, when a child produces “ba-ba-ba”,”pa-pa-pa”. In the first year older baby laughly says”da-da,ma-ma” and we are excited about them. It is interesting to observe how baby learns to speak.
First language acquisition. It happens similarly among babies all over the world. There were established developmental sequences of first language acquisition by some researchers. At the earliest step baby produce some sounds like crying to express that he/she is hungry, feels uncomfortable. Then goes the first stage which is a cooing stage(0-6 months). In this period we can hear cooing, gurgling, fussing sounds from baby. Cooing stage changes into babbling stage from the 6^th till the 8^th months, in which it is noticeable to hear consonant-vowel sequences. The third one is one word utterances stage(9-18 months) when child produces 1 or 2 words that everyone recognizes. The next step is two-word utterances stage (by the age of 2,18-30 months) where a child produces telegraphic sentences( mini sentences with simple semantic relations). The last stage is age of 3 when child`s speech is understood by people, sentences contain four words. These stages in language acquisition are related to children`s cognitive development. For example , they do not use the plurals( such as geese, women) until the school-year.
Grammatical morphemes. In the second half of the 20^th century there were researched how children acquire grammatical morphemes by schoolars, Roger Brown and his colleagues, in English. They claimed that 14 grammatical morphemes were acquired in a similar way. The developmental sequence of those 14 morphemes: present progressive -ing, plural-s , irregular past, possessive- s, copula(be verb), articles the and a, regular past- ed, third person singular present simple -s, auxiliary be verb.
It is affordable to mention about wug test activities. It’s the best way for children to comprehend grammatical morphemes and rules through some imaginative creatures( like wugs) . They internalise uncovered fields of language with objects. For example, I see wug, I can see two wugs. I saw wug yesterday etc.
Negation. Children learn to negotiate in early ages and there is also definite sequence of it. Firstly, they use the word NO( multi-purpose word) . Secondly, children tend to produce negation word before the verb. Then they are able to use complex negative sentence with mistaken forms of tenses or persons. Finally, children use the full negative sentence with appropriate auxiliary verbs.
Questions. In this case there is some order in developing of asking questions. Children hear from us mostly “ What is it?” “Who am I”. They attempt to repeat them . They produce simple words with rising intonation “Daddy come?”. In the next stage they state words with rising intonation in the end. Third stage is claimed by the correct word order. In the next stage they manage in using of auxiliaries at the beginning of questions. The fifth stage is dated of using wh- and yes/no questions. Finally they will become to produce correct and embedded questions.
In pre-school period children can ask questions, show their negation and what leaves - to imitate and interact. Three years old child knows that milk doesn’t fire- it is the sign of metalinguistic awareness. When a child goes to school , he/ she starts to rise his knowledge. This stage is markable in developing vocabulary.
Behaviourism is a theory of learning which began in the 1940s and 1950s in the United States. It is explained by the process that children imitate the language after adults, they attempt to reproduce what they heard earlier .
The innatist perspective was established by Noam Chomskiy. According to him all human languages are based on some innate universal principles, almost all children success fully acquire their native language- or more than one language if they live in multilingual community.
Childhood bilingualism. As it’s known that most children tend to know two or more languages all over the world. There might happen some disorders and delays in using two languages. For example they may use phrases or words from two languages, it’s called switch - code. But it doesn’t mean that they might not be proficient in languages.