SYNTHESIS ON THE FINALS
CLL 103 Summer 2022
Language acquisition varies from its development
among children and plays on different roles which are essential
in the development within their comprehension, production,
and in communication. The child’s experiences may be
affected, learned, caught and even imitated through his
environment, first at home, either be influenced by the baby
sitter, the family, and even in social setting, yet may have a
great impact with regards to his self-paced learning
development. This comprises the natural way how a child
learns, may be experimental, or social studies, that later may
be established his sounds recognition of the people around him,
either for babbling, or follows a sequence of development that
may be different among age group. This order of development
occurs when the word production, even word recognition is
formed through words, sentence comprehension which
sometimes only a child or a mother or fathers understands from
it. This will develop some strategies like how a child utters even
in word/s phrase/s and ultimately sentences that may result by
getting only the word/s that is easy for the child to recognize
especially if it is describable. A child may be in error for an
object or image yet he can comprehend what he is trying to
communicate so as to the mother who likewise can
communicate with the child. Another way, a child can acquire
language when he is with other people, mostly can imitate or
copy those utterances. That’s why pictures, colorful objects or
other interesting to the view of a child may enhance, improve
or influence to the language he acquires. Since words are to
formed within the child’s stage of development, nouns are the
first that are being formed and learned, verbs may only follow
which is the key point of utterances. Child’s comprehension
focused sometimes in the easy yes/no question, some of these
are direct in sentences that later on be corrected through
child’s experiences, in the exposure of the language, or this
means more practice, more time he hears or he sees it, or
sometimes often by recasting, repetition of utterances and this
is highly developed to cognitive development. There may be
some exemptions on this that it may be child’s inborn language
or inborn knowledge or may experience on the stage of some
critical period that may not experience some language and that
some morphology is based through what is the focus of
utterances.
With this, parental example, environmental
observations and society’s experiences have a great influence,
rapid cognitive development, and enjoyable imitations are
likely observable and remarkable. For according to John Lock,
the child’s mind is like a blank sheet o paper, that is ready,
imitating, and receptive to anything that gradually will turn into
a garden full of beautiful things to think, to grow and flourish
and enhance others to be improved. The mind can be filled
anything it will receive any information may it be
comprehensible or productive.
Submitted by:
ANACITA Q. LOCION
Student
Submitted to:
DR. ALFREVILYN G. DASIG
Instructor
CLL 103
Summer 2022
ANACITA Q. LOCION
TOPIC: One – Word Stage
Question:
1. What are the 5 one-word
utterances of a child in semantic
relation?
Semantic Utterances Situation
relation
Agent of an dada As father enters the
action room
Action or state down As father sits down
Undergoer (for door As father closes the
theme) door
Location here As child points
Recipient mama As child gives mother
something
Recurrence again As child watches
lighting of a match
2. How do you characterize the One-Word Comprehension of a
child rather than production. Give the 4 characteristics.
Answer:
1. A child utters the word that is the most informative in a situation
at hand.
2. A child utters the one that is the most novel feature.
3. A child prefers to look at a picture viewed, without disturbing the
scene, situation or images that is viewed.
4. A child is able to understand many multiword utterances
Submitted by:
ANACITA Q. LOCION
Student – Blue Team
Submitted to:
DR. ALFREVILYN G.
DASIG
Instructor