· Infants are able to hear subtle differences between sounds of human language

· By end of one year they can understand a few frequently used words. They can produce a couple of words that are recognizable

· By age 2, 50 words, and combine these words into simple sentences

o Telegraphic sentences: the leave out many auxiliary verb, articles, prepositions, etc.

o They are recognized as sentences even though function word and grammatical morphemes are missing, the word order reflects the language they are hearing

· By age 3-4, most children ask questions or give commands, report real events, and create stories about imaginary ones-complete with correct grammatical morphemes.

· By 4 children have mastered the basic structures of the language

· Metalinguistic awareness: the ability to read language as an object, separate from the meaning it conveys-develops more slowly. Major metalinguistic awareness occurs when kids learn to read.

· MA includes the discovery of things such as ambiguity- words and sentences that have multiple meanings. Gives kids access to word jokes, trick questions, riddles

· Simultaneous bilinguals: learn and h

· Importance to child-directed speech

o Stage3: negative element is inserted into more complex sentence. Words such as can’t and don’t. “I can’t do it” I don’t want to

Some topics in this essay:
Noam Chompsky, Developmental Sequences, Richard Schmitt, MONITOR MODEL, LEARNING LANGUAGE, Learner Characteristics, Piaget Piaget, UG L2, LEARNING Behaviorism, LANGUAGE LEARNING, language ·, language acquisition, hypothesis ·, · language, language learning, grammatical morphemes, critical period, · learners, · modified, environment ·, child directed speech, directed speech language, · zone proximal, · comprehensible input, · modified interaction,