Let’s remind ourselves what ‘grammar’ is.

1. Word order 2. Word change (inflectional and derivational)

Homework: 1. Feed Forward (redoing essay) 2. Introduction to Investigation (except Emily’s and Ellie’s)

Before disappearing into the bowels of grammar again, lets remind ourselves why we are doing this…… Emily’s video. We’ll watch it twice and see what features (mainly of CDS) we can spot. In particular listen out for how the parent encourages speech. You will identify the ways in which children first start to use sentence structureD You will exemplify this grammar advancementC You will justify why you think children’s speech develops in this wayB+

You will identify the ways in which children first start to use sentence structureD You will exemplify this grammar advancementC You will justify why you think children’s speech develops in this wayB+

Questions Syntactically, questions are quite difficult. Stage 1. INTONATION - Typically, in the one- and two- word stage, children rely on rising intonation to ask a question. Stage 2. INTERROGATIVES - Next they learn to put interrogative words at the start of sentences (why/ when/ what/who…?) Stage 3. VERB INVERSION – Addition of the appropriate modal or auxiliary verbs to make a syntactically correct question. Stage 4. Addition of adjectives to copula verbs. You will identify the ways in which children first start to use sentence structureD You will exemplify this grammar advancementC You will justify why you think children’s speech develops in this wayB+

Be prepared to say an example of each. Try to say it as a child would using other features we have considered. Stage 1. INTONATION - Typically, in the one- and two- word stage, children rely on rising intonation to ask a question. Stage 2. INTERROGATIVES - Next they learn to put interrogative words at the start of sentences (why/ when/ what/who…?) Stage 3. VERB INVERSION – Addition of the appropriate modal or auxiliary verbs to make a syntactically correct question. Stage 4. Addition of adjectives to copula verbs. You will identify the ways in which children first start to use sentence structureD You will exemplify this grammar advancementC You will justify why you think children’s speech develops in this wayB+

Questions Can I see my grandma? Have you been to the toilet yet? Am I beautiful? Does this sound right? Do you want an ice cream? On whiteboard write down verb that is auxiliary, modal or copula – say which it is. You will identify the ways in which children first start to use sentence structureD You will exemplify this grammar advancementC You will justify why you think children’s speech develops in this wayB+

Put the interrogatives in the order in which you think children start to use them and be prepared to justify why. WHY WHERE WHEN WHAT You will identify the ways in which children first start to use sentence structureD You will exemplify this grammar advancementC You will justify why you think children’s speech develops in this wayB+

Put the interrogatives in the order in which you think children start to use them and be prepared to justify why. WHAT WHERE WHY WHEN You will identify the ways in which children first start to use sentence structureD You will exemplify this grammar advancementC You will justify why you think children’s speech develops in this wayB+

Referring in detail to all these utterances and to relevant ideas from language study, analyse the language used by children. [2 ½ year old talking to his father] Me like woof woof. [pointing at tail] Wassat? [giggling] Swishy fur! Why dog do dat? [holding nose] He smell! [Mum shouts from other room] Bye bye doggy! I go mummy! You will identify the ways in which children first start to use sentence structureD You will exemplify this grammar advancementC You will justify why you think children’s speech develops in this wayB+

Make notes on what you’ll say. You can help each other. You will identify the ways in which children first start to use sentence structureD You will exemplify this grammar advancementC You will justify why you think children’s speech develops in this wayB+

Write this up for homework by next week. You will identify the ways in which children first start to use sentence structureD You will exemplify this grammar advancementC You will justify why you think children’s speech develops in this wayB+

NEGATIVES I want to go for a walk. How would you say this as a negative? List as many ways as possible (try to use the negative terms ‘not’/ ‘no’, ‘nothing’) You will identify the ways in which children first start to use sentence structureD You will exemplify this grammar advancementC You will justify why you think children’s speech develops in this wayB+

I don’t want to go for a walk I am not wanting to go for a walk I want nothing to do with a walk There is no walk I would want to go on. You will identify the ways in which children first start to use sentence structureD You will exemplify this grammar advancementC You will justify why you think children’s speech develops in this wayB+

How might a child express ‘I want to go for a walk’ as a negative as: 1. one-word 2. two-words 3. telegraphic You will identify the ways in which children first start to use sentence structureD You will exemplify this grammar advancementC You will justify why you think children’s speech develops in this wayB+

How might a child express ‘I want to go for a walk’ as a negative as: 1. No 2. No walk 3. Me not [or no] want walk! You will identify the ways in which children first start to use sentence structureD You will exemplify this grammar advancementC You will justify why you think children’s speech develops in this wayB+

Pragmatics (David Crystal explored these). They are developed later. Do you want to go for a walk with me? How might a child (or adult) answer this question without using ‘no’ or ‘not’ so as to signal their reluctance, but not cause offence? You will identify the ways in which children first start to use sentence structureD You will exemplify this grammar advancementC You will justify why you think children’s speech develops in this wayB+

You will identify the ways in which children first start to use sentence structureD You will exemplify this grammar advancementC You will justify why you think children’s speech develops in this wayB+ Maybe,………

Explain linguistically the syntactical and morphological advancement made by this child in both of these 2 ½ years: Me not [or no] want walk! 4 years: I don’t want to go for a walk 2 years: No food! 4 years: I‘m not feeling hungry You will identify the ways in which children first start to use sentence structureD You will exemplify this grammar advancementC You will justify why you think children’s speech develops in this wayB+

Going to look at an example of how a top grade student has analysed a transcript justifying aspects of both the child’s language and CDS. You will identify the ways in which children first start to use sentence structureD You will exemplify this grammar advancementC You will justify why you think children’s speech develops in this wayB+

Go through the script and highlight what you DO understand in one colour. Highlight what you DON’T understand in another. Highlight theorists’ names. You will identify the ways in which children first start to use sentence structureD You will exemplify this grammar advancementC You will justify why you think children’s speech develops in this wayB+

As homework (in addition to the writing up of that essay), you will split up and prepare a presentation on the following linguists and their theories about CDS/ Child Language Acquisition: David Crystal - Ellie Jerome Bruner - James/ Burrhus Skinner – Liam/ Alex Michael Halliday - Emily We will listen to these presentations in the last week of term – our double lesson on Tuesday 20th Oct. You will identify the ways in which children first start to use sentence structureD You will exemplify this grammar advancementC You will justify why you think children’s speech develops in this wayB+