| Part 1. Early Syntax and Semantics: The Two-Word Stage
(See also "Reading question/exercise" handout)
- What are the problems in identifying the beginning of the two-word
- Why is the two-word stage sometimes called telegraphese?
- What are the two crucial questions in child language study?
- Do young children operate with adult syntactic categories?
- How does the word order usage of children compare to the word order
usage of adults?
- What are Brown's Stage I and Stage II?
- What is the criterion Brown used for determining acquisition of a
- What is MLU? What is it used for?
- What does Berko's study show?
- How is the acquisition of morphology complicated by other factors?
- How might Howe be wrong about the early semantic system?
| Part 2. Advances in Lexical Development
- What are the two principles involved in the development of this/that
and here/there? How does children's use of these words develop?
- How does children's use of article develop?
- How does pronoun use develop? (See also the PRONOUNS handout)
- What factors complicate the acquisition of words for spatial and temporal
- What's the difference between tense and aspect?
- What are the two theories about the development of tense and aspect?
- How do modals develop?
|Part 3 Syntactic Development
- What makes it hard to interpret stages in the development of negatives?
(See also the NEGATIVES handout; Hsu 93-97 for negatives development
- What do the stages for English negatives seem to be (maybe)?
- What conclusion can be reached about the acquisition of passives?
- What do the stages in the development of questions in English appear
to be? (See also Hsu 97-103 for questions in Mandarin)
- In what order are WH-words learned?
- What can be said about children's comprehension of questions?
- How are main verbs important in the development of complex sentences?
- What is the order in which coordinating words are learned?
- What does the acquisition of coordination show about the relationships
among syntactic structures and conventional meanings?
- When is full acquisition of the conditional system achieved?
- Where are relative clauses first produced, and in what position do
they seem easier to understand?
- Try to draw a tree diagram for "After he drank, the lion left"
to help you understand c-command.
- What are the major developments in children's syntaxby 3 ; 6?
| Part 4 Pragmatic Development in the Linguistic Stage
- What are Halliday's three major functions of language?
- How does turn-taking develop?
- What cohesion markers do children use?
- How do children achieve coherence in conversation?
- How does children's use of directives develop?
- What factors complicate children's understanding of directives?
- What can speakers do when an attempt to communicate fails? How do
children deal with this type of situation?
- When does self-correction seem to begin? What type of self-correction
is earliest? Why do children self-correct?
- How do children respond to clarification requests? How does their
own use of clarification requests begin to develop?
- Do children correct each other?
- Do children speak to all people in the same way?
- How do children manage to tell their earliest narratives?
- Why does the textbook present different conclusions about many aspects
of the development of communicative competence?