Anyone who has seen and heard a child speak his/her first words and who has noticed how much language determines the progress of a child in becoming independent of his/her parents and in mastering interaction with others must have wondered why it is that children can fulfil such an obviously complex task in such a surprisingly little time with seemingly little effort. It appears almost impossible that the child can achieve so much all by himself/herself. Thus, quite frequently, people consider the linguistic input that is available to the child as a crucial factor for the child’s language acquisition: “It is no wonder that he has learned to speak so fast, with so many people around speaking to him and showing him how to speak!” is an utterance I heard quite often when my son was at the age when he started producing his first words. But did I really help him to learn language? Of course, I noticed my own speech modifications as well as that of other people when conversing with him. But does this special register, which nearly everyone (at least in our western culture) seems to adapt when adressing children, really make a difference? Do we even teach our children to speak? I will not attempt to answer these questions in the present paper, as much more research is needed in this area. However, I want to give an overview on the different features of the language used when adressing children. It will be shown on which principles of modification these features are based and which functions they might serve for the child. Moreover, it will be argued that some features of the speech to children may possibly facilitate language acquisition, but that the language used to them is not necessarily simplified language.
Inhaltsverzeichnis (Table of Contents)
- I. Introduction
- II. Some Remarks on Terminology
- III. Grammatical Aspects of Child-Directed Speech
- III.1. Phonetic and Prosodic Aspects of Child-Directed Speech
- III.1.1. Phonetics of Child-Directed Speech
- III.1.1.1. Principles of Phonological Modification
- III.1.1.2. Functions of the Phonetic Features
- III.1.2. Prosodic Features in Child-Directed Speech
- III.1.2.1. Principles of Prosody in Child-Directed Speech
- III.1.2.2. Functions of Prosodic Features
- III.2. Lexical Components of Child-Directed Speech
- III.2.1. Principles of Word Use in Child-Directed Speech
- III.2.2. Functions of Lexical Components in Child-Directed Speech
- III.3. Syntactic Aspects of Child-Directed Speech
- III.3.1. Simple and Complex Syntactic Structures in Child-Directed Speech
- III.3.2. Redundancy Features
- IV. Non-Verbal and Pragmatic Aspects in Interaction with Language-Learning Children
- IV.1. Context in Early Interaction
- IV.2. Conversational Aspects in Early Interaction
- IV.3. Non-Verbal Signs in Early Interaction: Gestures, Smiles and Gaze-Coupling
- IV.4. Concluding Remarks on Non-Verbal and Pragmatic Aspects
- V. Conclusion
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper aims to explore the features of child-directed speech (CDS) and discuss its potential role in language acquisition. It examines the principles of modification in various aspects of CDS, such as phonetics, prosody, lexical components, and syntax. It also investigates the functions of these modifications for the child's language development.
- The nature and definition of child-directed speech
- The different linguistic features of CDS
- The principles behind these modifications in CDS
- The potential functions of CDS for language learning
- The role of non-verbal and pragmatic aspects in early interaction
Zusammenfassung der Kapitel (Chapter Summaries)
The paper begins by introducing the topic of child-directed speech and its significance for language acquisition. It then delves into the terminology used to describe this special register, examining the terms Baby Talk, Motherese, Child-Directed Speech, Caregiver Talk, and their respective implications.
Chapter III focuses on the grammatical aspects of child-directed speech, exploring the phonetic and prosodic features of this register. It analyzes the principles of modification in pronunciation and intonation, discussing their potential functions for language learning. Chapter III also examines the lexical components of CDS, exploring the principles behind word use and the potential functions of these lexical choices for the child's language development.
Chapter IV delves into the non-verbal and pragmatic aspects of interaction with language-learning children. It explores the role of context, conversational aspects, and non-verbal signs like gestures, smiles, and gaze-coupling in early interaction, and analyzes their contribution to language acquisition.
Schlüsselwörter (Keywords)
Child-directed speech, Baby Talk, Motherese, Caregiver Talk, language acquisition, phonetic modification, prosodic features, lexical components, syntactic structures, non-verbal communication, pragmatic aspects, early interaction, language development.
Frequently Asked Questions
What is Child-Directed Speech (CDS)?
CDS, also known as "Motherese" or "Baby Talk," is the special register adults use when addressing young children, characterized by specific linguistic modifications.
What are the typical phonetic features of CDS?
It often involves higher pitch, exaggerated intonation, slower tempo, and clearer pronunciation of vowels to capture the child's attention.
Does CDS simplify language for children?
While CDS uses simpler syntax and redundancy, it is not necessarily a "simplified" language but rather a modified one that serves specific developmental functions.
What are the lexical characteristics of Child-Directed Speech?
Adults tend to use a restricted vocabulary, many diminutives, and words related to the child's immediate environment to facilitate understanding.
How do non-verbal signs contribute to early interaction?
Gestures, smiles, and gaze-coupling (eye contact) are crucial pragmatic aspects that help children link language to meaning and social context.
Does Child-Directed Speech teach children how to speak?
While it may not "teach" in a formal sense, it facilitates language acquisition by providing a clearer and more engaging linguistic input tailored to the child's processing abilities.
- Arbeit zitieren
- Philipp Rott (Autor:in), 2001, Child-directed speech. Modifications in linguistic input to children and their possible functions., München, GRIN Verlag, https://www.grin.com/document/18464
