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chapter1.CommunicatingintheSecondLanguage
b)holophrasticstage(12-18)
c)thetwo-wordstage(18-20)
d)telegraphicspeech(2-3years).
Therefore,achildascendsthroughthreepre-languagestagesthatteachithow
toproduceindividualsounds14(cooing)orashorterorlongercombinationof
diferentvowelsandconsonants(babbling).Theholophrasticstage,alsoknown
astheone-wordstage,marksthemomentinthefirstlanguagedevelopment
duringwhichachildcommunicateswiththeenvironmentusingoneword,for
exampleHdrink”,whichcanbeunderstoodinseveralways-AIwanttodrink’,
AIdon’twanttodrink’,orjustasakindofafirmativestatement-thisissome-
thingtodrink.Thetwo-wordstagebeginswhenachildcommunicatesthrough
acombinationoftwowords,forexampleHbabytoy”,whichagain,maybeopen
toafewpossibleinterpretations(e.g.arequest,aquestionoranorder).Thelast
stageenumeratedinthistaxonomyistelegraphicspeech,definedasthestage
atwhichachildisreadytocommunicatethroughmultiple-wordutterances,
andalthoughasentence-buildingabilityhasalreadydeveloped,childrenmay
stillmakemanygrammaticalmistakes.Itisalsobelievedthatbythetimethe
childreachestheageofthree,itsvocabularyrangehasgrowntohundredsof
wordsanditspronunciationisalmostadult-like.
10104SecondLanguageDevelopment
Theprocessofsecondlanguagedevelopmentisrelativelysimilartothatof
thefirstlanguage.However,
DulayandBurt(1974,1975)reportedthatchildrenacquiringEnglishasasecond
languagealsoshowaAnaturalorder’forgrammaticalmorphemes,regardless
oftheirfirstlanguage.Thechildsecondlanguageorderofacquisitionwas
diferentfromthefirstlanguageorder,butdiferentgroupsofsecondlanguage
acquirersshowedstrikingsimilarities.
(Krashen,1982,p.12)
Morevisiblediferencescharacterisingthesetwoprocesses(especiallyin
termsoftheacquisitionofgrammarandinflectionalmorphemes),andthe
14Especiallyvelarconsonantsandlongvowels(Yule,1996,pp.178-182).
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