1. How children learn speech sounds : later years
Presentation 2
How children learn speech sounds
: later years
10조
김태경
김혜영
윤문타

2. INDEX 01 02 03 04 Introduction Learning vowels and consonants
. This tendency for sounds to ‘harmonize’ is found with both consonants and vowels.
INDEX 01
Introduction 02
Learning vowels and consonants 03
Learning to reduplicate 04
Learning intonation

3. . This tendency for sounds to ‘harmonize’ is found with both consonants and vowels.1
PART 01
Introduction

4. 1. Introduction At age 1, their ability to produce sounds lags .
- just two or three consonants and a single vowel.
At 13 months, they use only [b] [d] [a]
At 15 months, they add [m] [p] [u]
At age 2, they use over a dozen consonants and vowels
- They are able to pronounce over 200 words.

5. 2 PART 02 Learning vowels and consonants
. This tendency for sounds to ‘harmonize’ is found with both consonants and vowels. 2
PART 02
Learning vowels
and consonants

6. 2. Learning vowels and consonants\
1) Unpredictability of the order
Particular sounds can be used much earlier than others.
‘favorite’ sounds
‘avoid’ sounds
Variation in the way target sounds are produced.
‘blanket’
[bwati] [bati] [baki] [batit]
‘pen’
[ten different forms]

7. 2. Learning vowels and consonants
2) General trends
Replacing fricative consonants.
‘see’ is pronounced [ti:]
Replacing velar consonants
‘gone’ is pronounced [don]
Avoiding consonant clusters
‘sky’ is pronounced [kai]
동영상에서 줄 : ㅈ+ ㅜ+ ㄹ 의 ㄹ 을 탈락시키는 아기.
Omitting consonants at the ends of words
‘hat’ is pronounced [ha ]
Dropping unstressed syllables
‘banana’ becomes [ nana]

8. 2. Learning vowels and consonants
. This tendency for sounds to ‘harmonize’ is found with both consonants and vowels.
3) Harmony effect
: This is found with both consonants and vowels.
Harmony between consonants
‘dog’
[gog] or [dod]
Harmony between vowels
‘window’
[wowo] or [wada]

9. 2. Learning vowels and consonants
. This tendency for sounds to ‘harmonize’ is found with both consonants and vowels.
4) Development of consonants and vowels
Development of vowels
early : [i:] [I] [a] [a:] [c:] [u] [ai]
by age four : all the vowels and diphthongs
Development of consonants
early : - at around the end of the first year.
- at the beginnings of words.
by age four : just a few consonants that still pose problems
such as [Θ] [ð] [ʃ]
[dat]
‘ that’
[stwing]
‘ string ’

10. 2. Learning vowels and consonants
. This tendency for sounds to ‘harmonize’ is found with both consonants and vowels.
5) ‘fis’ phenomenon
: It shows that
there can be a big difference what children hear and what they can say.
conversations between a young child and an adult
One adult spoke to a child who called his inflated plastic fish a ‘fis’.
- Man : “This is your ‘fis’? “
- child: “no’, it is my ‘fis’.
- man : “so , this is your ‘fish’? “
- child: “yes! my ‘fis’ “
Children know far more about adult phonology
than their own pronunciation suggests.

11. 3 PART 03 Learning to reduplicate
. This tendency for sounds to ‘harmonize’ is found with both consonants and vowels. 3
PART 03
Learning to reduplicate

12. 3. Learning to reduplicate
. This tendency for sounds to ‘harmonize’ is found with both consonants and vowels.
1) ‘Reduplication’ effect
Different syllables of a word are pronounced in the same say
‘water’
[wowo]
‘bottle’
[bubu]
‘window’
[mumu]
But, children do not all reduplicate to the same extent

13. 3. Learning to reduplicate
. This tendency for sounds to ‘harmonize’ is found with both consonants and vowels.
2) Purpose of reduplication
It helps children
as they try to cope with the pronunciation of more complicated words
It gives the child a chance to master the pronunciation in stages
‘t i g e r’ would be difficult for an 18 month –old
t + i + g + e+ r

14. 4 PART 04 Learning intonation
. This tendency for sounds to ‘harmonize’ is found with both consonants and vowels. 4
PART 04
Learning intonation

15. 4. Learning intonation 1) To express meanings
such as questioning, demanding, calling, warning, recognition, and surprise.
Intonation can be used to vary its use as a sentence.
“dada”
‘ is that daddy ? ’
: question
“dada”
‘ is that daddy ! ’
: statement
“dada”
‘ pick me up, daddy ! ’
: command

16. 4. Learning intonation 2) To signal differences in emphasis
“ daddy gone ! ” ( not someone else)
“ daddy gone”
3) The contrast between rising and falling tones
differentiates the two functions of a tag question in English.
‘Asking’ in “she’s outside, isn’t she ? ”
‘Telling’ in “she’s outside, isn’t she ! ”

17. 4. Learning intonation 4) learning of intonation goes on for so long
Awareness is still developing as they approach their teens
British radio and TV announcers read out football results.
(e.g. Everton 3 ,Liverpool 3)
Adult : can predict
Children (7 to 11): can’t or didn’t reach the adult’s level

18. 4. Learning intonation \
5) Intonation distinguishes a wide range of grammatical structures.
Young teenagers have difficulty understanding
the way intonation distinguishes some sentences.
“she dressed , and fed the baby”
‘ the person dressed herself, and then fed the baby ‘
“‘she dressed and fed the baby “
‘ the baby is both dressed and fed ‘

19. . This tendency for Cfound with both consonants and vowels.
CONCLUSION

20. . This tendency for Cfound with both consonants and vowels.
CONCLUSION
Learning vowels and consonants 1
1) Unpredictability of the order
2) General trends
3) Harmony
4) Development of consonants and vowels
5) ‘fis’ phenomenon
Learning to reduplicate 2
1) ‘Reduplication’ effect
2) Purpose of reduplication
Learning intonation 3
1) To express meanings
2) To signal differences in emphasis
3) two functions of a tag question in English.
4) learning of intonation goes on for so long
5) Intonation distinguishes a wide range of grammatical structures.

21. . This.
THANK YOU
Q & A