GRAMMAR

DEVELOPMENT
GROUP 8
4B - English Language Education
Children Language Acquisition
 GROUP 8

01 02 03 04
RISSA MALIKA ALIA DIAJENG ISMA
ASMAUL K. OKTAVIA PUTRI P. MUMTAZAH
216121048 216121050 216121052 216121056

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 01 02
Acquisition The Structure
of Verb of Early
Clauses

03 04
Word Order in The Factors
Children’s Contribute to
Production Grammar
Development

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01
Acquisition
of Verb
 Nouns versus Verbs
An important generalization emerging from studies about
lexical acquisition is that children's early productive
vocabulary consists almost exclusively of nouns,
regardless of the culture in which they are reared
(Gentner 1982; see also Bates, Dale, and Thal 1995;
Caselli et al. 1995; Gillette et al. 1999). Verbs appear later,
and for a while they remain a minority. This advantage of
nouns over verbs is likely to arise because the meanings of
nouns and verbs, at least to some extent, are learned in
different ways. The meaning of at least some nouns (e.g.,
concrete nouns) can be fixed by relying on a word-to-
world mapping procedure, whereby the word is mapped
onto the object to which it refers.

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 Children Use Syntax to
Syntactic Cueing of Verb
Determine the Meaning
Meaning
of Novel Verb
Refers to the idea that children can use the Several experiments have tested the hypothesis
multiple structural contexts in which a verb is that syntax cues verb meaning. Their results show
used in combination with the extralinguistic that from the age of 2 years learners do rely on
situation to infer verb meaning. It replaces a word- syntax to make hypotheses about the meaning of
to-world mapping procedure with a sentence-to- novel verbs. Most of these studies have focused
world mapping procedure, in which syntactic on the syntax-semantics correlation between the
structures narrow the range of interpretations transitive verb frame and the causative meaning,
possible in a given situation. on the one hand, and the intransitive verb frame
and the non-causative meaning, on the others.

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 Is Syntactic Cueing of Verb
Meaning an Option in Real Life?

We have seen that children have the capacity to recruit the argument structure
associated with a verb for determining its meaning. But the hypothesis that children
systematically use argument structure to figure out global aspects of meaning can
be realistic only if one can show that such information is available to them. Do the
utterances to which children are exposed include such information, and if so, how
useful is it? An answer comes from a study on blind children's acquisition of the
meaning of perception verbs. Landau and Gleitman (1985) noticed that, in spite of
their different perceptual experience, sighted and congenitally blind 3-year-old
children have very similar semantic representations of vision-related terms like see
and look.

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Intermediate Summary

The syntactic environments in which verbs are

inserted, together with the extralinguistic
context in which they are used, provide reliable
clues about certain global properties of the
verbs' meaning.

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02
The Structure of
Early Clauses
 The structure of early clauses refers to the
organization and arrangement of words and
phrases within a sentence during the early stages
of language development. It involves how subject,
verb, and object (if present) are positioned in
relation to each other. In early language
acquisition, children often use simpler sentence
structures with limited complexity, such as using
basic subject-verb word order without additional
modifiers or clauses.

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 Breakdown of the Structure
of Early Clauses

Subject Verb Object

Subject is a noun or A verb is an action or Object is a grammatical
pronoun that a state expressed in component that receives the
performs the action a clause. It describes action of the verb or is directly
or is being described. what the subject or affected by the verb. It
condition is doing. provides additional
The verb usually information about the action
follows the subject. being performed in the
sentence.
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03
Word Order in
Children’s
Production
In English, the basic word order is subject-verb-object (SVO). This means that the subject of a
sentence comes before the verb, and the object comes after the verb.
They begin by using simple sentences with two or three words. These sentences are often
made up of familiar phrases that they have heard their caregivers use. For example, a child
might say "Mommy eat" or "Daddy ball." As children get older, they start to use more complex
sentences with more words. They also start to use more variety in their word order. For
example, they might say "Mommy is eating" or "Daddy threw the ball." By the time they are
school-aged, most children have mastered the basic rules of word order in their language.
They can use word order to convey a variety of meanings and to create complex sentences.

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 Stages of Word Order Acquisition

Babbling Stage Holophrastic Stage

(0-6 months) (9-18 months)
In this stage, infants produce a In this stage, children begin to use
variety of sounds, including vowels, single words to express complete
consonants, and babbling. For thoughts or ideas. For example, a
example, infants who are exposed child might say "mama" to mean "I
to English will babble sounds that want my mother."
are common in English, such as /b/,
/p/, /m/, and /d/.

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 Stages of Word Order Acquisition

Two-word Stage Telegraphic Stage

(18-24 months) (24-36 months)
In this stage, children begin to During this stage, children's
combine two words to form simple sentences are still very simple, but
sentences. For example, a child they begin to use more grammatical
might say "daddy go" to mean "My markers, such as articles and
daddy is going." prepositions. For example, a child
might say "I see ball" to mean "I see
the ball."

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 Stages of Word Order Acquisition

Mature Stage
(36 Month and beyond)
During this stage, children's speech
becomes increasingly complex and
grammatically correct. They are able to
use a variety of sentence structures and
vocabulary to express their thoughts
and ideas. They begin to use more
complex sentences, and they can
express a wider range of ideas

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04
The Factors
Contribute to
Grammar
Development
 Linguistic Factors

Vocabularies Knowledge of Linguistic

Verbal Syntax Competence
The position of vocabulary has Knowledge of verbal syntax is Students strongly agreed to be
long been realized by language one of the baselines to build able to deepen their linguistics
teachers as well as researchers English skill. The importance of a competence to present the
as a worthy area to mastery of knowledge of particular syntactic performance of grammatical
language skills. The students can structures, or the ability to development. mistakes in
easily participate in process them, appears to be an learning are normal but they
conversations with native important element in should be corrected in terms of
speakers when they recognize understanding text. word choice, pronunciation, and
1000 words. language structure as soon as
they are made to prevent the
formation of bad habits

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 Non-Linguistic Factors

1. Imitation
Students mostly learned English through imitation

2. Students’ Activeness and Motivation to Learn Monotonously

When students are active to learn monotonously, they will learn English from many aspects. It
also needs motivation as another factor to help them expose their language and in successful
second language acquisition

3. Language Interference
Interference is something inevitable. To reduce the error of students, teachers should respond to
students’ errors by correctly restating what they have said rather than by explicitly pointing out
the error.

4. The roles of Teacher

The roles of teachers are extremely huge to influence grammatical development.

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 CONCLUSION
There are five global aspects of acquisition of verb in children, namely nouns versus verb,
syntactic cueing of verb meaning, children use syntax to determine the meaning of novel verb,
syntactic cueing of verb meaning is an option in real life, and intermediate summary.
Meanwhile, early clause structure refers to the organization and arrangement of words,
phrases, and clauses in sentences during the early stages of language acquisition. There are
some breakdowns of the initial clause structure namely subject, verb, and object.

Children learn word order gradually over time. In the early stages of language development,
children typically produce short, simple sentences with only a few words. Word order is a
fundamental property of language that plays a critical role in conveying meaning. Children
start by learning the basic word order of their language. Grammar development is the way
that children learn how to use language correctly. It also includes punctuation development,
or the ability to correctly punctuate written sentences. But grammar development is not just
about written sentences. There are some factors that contribute to grammar development in
individuals, namely linguistic factors and non-linguistic factors.

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THANK
YOU