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This chapter will survey studies conducted on the acquisition of morphology and syntax among
Malay children in Malaysia. Studies will be described so as to give an account of how research in
this area has progressed and aspects of research which are still lacking will be highlighted. Issues
and challenges will also be raised and the future needs in terms of research and its applications
will be elaborated on.
Background
Though this chapter covers studies which were carried out in Malaysia, we will briefly mention
studies carried out elsewhere in the region, namely Singapore and Indonesia. This is to illustrate
the diverse nature of research conducted and also to contribute to the overall picture of
developmental Malay morphology and syntax studies in the region. Aman (2007 and Chapter 9)
examined the acquisition of wh-questions among 30 Singapore Malay preschool children (with a
mean age of 4;2) with ages ranging from 3;4 to 4;6, who were tested using experimental (elicited
imitation tasks, picture-story comprehension task) and longitudinal methodologies (spontaneous
production tasks). Aman examined childrens understanding of three different types of whquestions, that is, questions which involved moved wh-words, wh-in-situ (wh-word in base
position) and focus questions. The childrens knowledge of long-distance movement and the role
of island constraints were examined. Aman found that children between ages 4;5 and 6;5 seemed
not to respect island constraints on wh-movements. It was argued that the island constraints are
the result of a processing effect in which in-situ wh-questions are not subject to islands, but
instead are primes for the responses in fully moved questions. Children used relative clause
marker yang in both headless (e.g. Yang colour orange panjang itu apa? What (is) that (thing
that is) long (and) orange (in colour)?) and headed relative clauses (e.g. Nanti kita baca buku
yang lain We (will) read a book that (is different than this) later). This was attributed to the
filler-gap strategy rather than the reconstruction strategy.
Introduction
After the first word, vocabulary grows rapidly---new words are learned daily
By the latter half of 2 nd year, children reach the important milestone of putting words
together to form sentences----this systematic combination of words that is rule-governed
(not simply random) is called "syntax"
Parents have been focusing on teaching vocabulary (concepts and words), and often
never try to consciously teach syntax
They focus more on "what" the child is saying rather than "how" the child says it
How do they learn to figure out basic grammatical categories of their language as nouns,
verbs, and adjectives?
Some start at 15 months, most around 18 months, and almost everyone by 2 years
So, age is not the best way to compare children's grammar development...we need some
other measure
Morphemes=content words (cat, play, do, red) and function words (no, the, you, this) and
affixes (un-, -s, -ed)
The more the morphemes, the complex the language---and higher the MLU
Thus, children who have similar MLUs are at the same level of linguistic maturity,
and their language is at the same level of complexity
Examples of MLUs
MLU =1: e.g. single words such as no, yeah, hi ; compound words such as birthday,
choo-choo, night-night ; irregular past tenses such as got, went, saw (even though these
are two morphemes)
MLU=2: e.g. gonna, wanna, hafta; inflections such as possessive -s, plural -s etc.
MLU Stages
Children tend to use only content words (nouns/verbs/adjectives), and omit function
words, such as prepositions, conjunctions, articles, pronouns, auxiliaries, and inflections:
E.g. Sammy go (note: no pronoun, auxiliary verb "is", or inflections "goes" or "ing")
Some terms...
Semantic relation : children's early 2-word combinations contain only a small group of
meaning relationships
Some terms....
Stage 1:
o 12-26 mos, MLU 1-2
o 1 st meaningful words, usually don't sound adult-like, reference to most imp.
words of immediate environment (object, actions, people) of immediate interest
Stage 2:
o 27-30 mos., MLU=2-2.5
o Brown's 14 morphemes begin to emerge
o Overextends use of morphemes e.g. adds /s/ for all plurals, such as "childs"
o Uses pronouns, "I", "this" and "that" earlier, and later in the stage: my, me, mine
and you
o Also uses "have" and "do" as main verbs and "hafta", wanna and gonna as semiauxilary verbs
o Uses NEGATION by "no" and "not" at the beginning of sentences
o Also produces yes/no QUESTIONS using a rising pitch/intonation
o Asks "what", where" and "why" QUESTIONS
o Uses language to make requests, obtain information and to respond
o Sustains topic in conversation for only 1-2 turns, and does use repair strategies if
listener doesn't understand
o
Stage 3:
o 31-34 mos, MLU 2.5-3.0
o Uses possessive pronouns and adjectives and demonstratives consistently (you,
yours, she, he, we, this, that, these those)
o Uses "Can", "will" and "do" in their correct conjugations
o "To be": copula and auxiliary w/ mistakes of person and number
o "No" and "not" between subject and predicate to create adult-like forms
o Contracts negatives "can't" and "don't"
Stage 4:
o 35-40 mos, 3-3.75
o Grammatical morphemes continue to develop and stabilize
o Consistent in they, us, his her hers and them
o Past tense: Could should and would
o Contractions of negation: "Didn't", "doesn't" "isn't", "aren't"
o "When" questions
o Maintains a topic for more than 2-turns
o Indirect requests--- "can you pick me up?"
o Sample: Nicholas 37 mos, Stage 4
Stage 5:
o 41-46 mos, MLU 3.75-4.5
o 9 of 14 morphemes mastered
o Pronouns: its our, ours, him, myself, yourself, their, theirs
o Subject-verb agreement still difficult
o Negations: contractions "weren't" and "wasn't" , (past tense) "wouldn't" and
"couldn't"
o Questions properly inverted
o Tag questions: e.g. "I'm leaving now, ok?"
o Relative clauses: e.g. "That's the plate that I broke"
o Adult-like conversational turn taking
o Sample: Katie
Author information
Abstract
This study investigated whether children with autism have atypical development of
morphological and syntactic skills, including whether they use rote learning to compensate for
impaired morphological processing and acquire grammatical morphemes in an atypical order.
Participants were children aged from 3-6 years who had autism (n = 17), developmental delay
without autism (n = 7), and typically-developing children (n = 19). Language samples were taken
from participants during the administration of the Autism Diagnostic Observation Schedule, and
transcripts were coded using the Index of Productive Syntax, and for usage of Brown's
grammatical morphemes. Participants were also administered an elicitation task requiring the
application of inflections to non-words; the Wugs Task. The main finding of this study was that
children with autism have unevenly developed morphological and syntactic sub-skills; they have
skills which are a combination of intact, delayed, and atypical. It was also found that children
with autism and children with developmental delays can acquire and use morphological rules.
The implications of these findings are that, in order to maximize language acquisition for these
children, clinicians need to utilize comprehensive language assessment tools and design
interventions that are tailored to the child's strengths and weaknesses.
Transcript of Brown's Stages of Syntactic and Morphological Development
Stage V
Stage IV
Stage III
Stage II
Stage I
3rd person irregular
he does, she has
11
Uncontractible auxiliary (the full form of the verb 'to be' when it is an auxiliary verb in a sentence)
Are they swimming?
12
Contractible copula (the shortened form of the verb 'to be' when it is the only verb in a sentence
She's ready.
They're here.
13
Contractible auxiliary (the shortened form of the verb 'to be' when it is an auxiliary verb in a sentence)
They're coming.
He's going.
14
articles
a book, the ball
8
regular past tense
she jumped
9
third person regular present tense
the winner takes it
10
36 - 42 months
MLU- 2.75
7
28 - 36 months
"in box"
"it going"
MLU- Mean Length of Utterance
1.75
15 - 30 months
Brown's Stages of Syntactic and Morphological Development
Typical Expressive Language Development
"Brown's Stages" were identified by Roger Brown 1925-1997 and described in his classic book
(Brown,1973).
The stages provide a framework within which to understand and predict the path that normal expressive
language development usually takes, in terms of morphology and syntax.
Morphology
is the branch of grammar devoted to the study of the structure or forms of words, primarily through the
use of the
morpheme
construct.
Syntax
is a traditional term for the study of the rules governing the combination of words to form sentences.
A morpheme is a unit of meaning.
Is it mommy?
40 - 46 months
MLU- 3.5
42 - 52+ months
MLU- 4. 0
Reference
Brown, R. (1973). A first language: The early stages. London: George Allen & Unwin
In http://www.speech-language-therapy.com/