Language acquisition Essay

It can be monitored when children are in their social environment inform of audio recordings and later analyzed so as to come up with data which can be used to make inferences and observations about the type of utterances produced by children as well as analyzing the sentences they make to realize speech used by the children ( Gillon, 2017). Literature review Hoff, 2006 in his research on` how the role of social context in supporting and shaping of language development` provides a number of roles played by the social context in enhancement of language development in young children. In his work also, he also provides evidence on the best environmental requirements that should be provided during the language acquisition process. Further, Hoff explores the different social contexts that meet the child requirements to be.

Finally his research focused on how environmental variability hinders the acquisition of environmental requirements for improving the language development in children (Waring et al, 2017). In my procedure I set up my recording instruments near the playing ground and targeted a conversation of two children in my first set up and then I keenly observed the conversation between the two kids without interfering with what they were discussing about. The reason as to why didn’t want to interrupt their interaction is because they wouldn’t act in a natural way due to the presence of an adult ( Sauval, et al, 2017). I was keen to note that the conversation between the two children rotated on the dollies they were playing with but that main point of interest on my research was the kind of utterances that they made and the sentence structure which the two kids followed while constructing sentences.

The other step was to compile the information from the audio recorder and analyze the content about the conversation by the two children. The same procedure was also repeated in the second experiment but the only change that was made was that it only one child was involved in the conversation with an adult then the conversation was recorded separately and finally the data was analyzed and transcribed. 1st CHI: <We are> [//]uh we are mommies 2nd CHI: picks up the baby # hugs baby, ## wow she looks pretty good 1st CHI: It`s cold xx need ## something for our babies 2nd CHI: yeah, let’s take out the pants and cloth our babies take this small pant 1nd CHI: ##pretty now, let carry them on our backs.

2nd CHI: Ahaha 1st CHI: % com: long pause @ The end Adult to child observation: Child is looking at the trees she looks at the wind blowing the leaves :Mom sits on bunk on by the park and looks at rocks. Child 1 points at the mom running saying “mommy wait what’s in your hand”. The child opens her own palms then touches her mom’s hand and starts to gaze at the rocks Mom: What do you think about this? CH1: <they > [/] they have cool spaces in them the rocks Mom: what do you want to do with this rock? CHI1: %com: long pause Mom: we have go home now getting late Child 1:## let [/] ## hold your hand up so that I can lift# mom.

Mom: wow … that’s great Child1 :< l>I love # mum Result description The conversation between the two children that I sampled from the group was characterized by typical words inversion which then resulted to, melodic phrases. The children mostly engaged in child-child relationship when they were in their own and they discriminated talking to the adults unless when it was necessary. This was an indication that they felt free when conversing among themselves than in presence of an adult person. Although the adults didn’t spend more time interacting with the kids, it emerged that they didn’t move a far distance from them so as to closely observe the behavior of the children. Additionally, I noted that the children interacted among themselves for many hours and they only approached the adults when they need attention or help on specific things such as the need to get assisted in their duties and for guidance purpose ( Sauval, et al, 2017).