Psycholinguistics

PSYCOLINGUISTICS

An Introduction to Psycholinguistic, in this subject we learn about psychology and linguistic and all material relate to language that we have never learned in our education before.  In this chapter we have discussed about speech production. Especially about speech how children acquire speech begin with vocalization to babbling , naming ' holophrastic ,telegraphic, morphemic and the rule for negation, question ,relative clauses, passive and other complex structure.  That’s all about how people acquire of languages because they need relation between psychology and linguistic .

A.        Vocalization, Babbling and Speech

1.      Vocalization to babbling

Before to uttering speech sound, children  make a variety of sounds like crying, cooing and gurgling. After that, around the seventh month, children ordinarily begin to babble, to produce what may be described as repeated syllables for example, ‘baba’ , ‘gigi’ , ‘panpan’ (consonant + vowel + consonant variety). This structure of babbling has been found to be produced by children in all studied languages. From as early as 6 months of age, even before they utter words in the language, children from different language communities begin to babble somewhat ditinctively, using some of the intonation of the language to which they have been exposed.

2.      Babbling  to speech

Around one year, the advanced stage of babbling that children move into uttering their first word. It can occur much earlier or much later. When children begin to utter words , somewhat surprisingly only some of sound which they have uttered in babling appear in speech. There is some discontinuity between babbling and meaningful speech where the kinds of sounds which occur in babbling are not always immediately realized in meaningful speech.

As babbling progresses to meaningful speech, though, the relationship seems to get stronger. Babbling is non-intentional in the sense that particular sound are not under central cognitive control ; the infants  does not intentionally make particular babbling sounds which occur. They seem to happened by the chance coordination of speech articulators. Babbling is different from speech with respect intenatiolity, nevertheless speech is dependent to some degree on banking . In babbling the child will chance on many of articulatory mechanism for producing speech and give practice to the use those articulators.

B.     Early Speech Stage

1.      Naming.

Children can be said to have learned their first word when;

a.       They able to utter a recognizable speech form and when it is done.

b.      Conjunction with some object or event in the environtment.

The speech form may be imperfect, for example ‘da’ for ‘daddy’. First word have been reported appearing in children from as young as 4 months to as old as 18 months, or even older and the children utter their first word around the age of 10 months. The naming of objects is one of the first uses to which children put words, for example ‘mama’ is said by the child when the mother walks  into the room. Naming may be preceded by words which accompany actions, such as ‘bye bye’ inleave-taking.

2.      Holoprastic function

Holo is whole whereas phras is phrase or sentence

Holophrastic : a single word to express the thought for which mature speakers will use a whole sentence, because whole sentence function that this aspect of one-word speech. For example, ‘peach, Daddy, spoon’ was used to described a situation where Daddy had cut a peace of peach that was in a spoon.

Its not easy to interpretwhat a child is intending to convey by single word. And, while knowing the child, the child previos experiances,andelement of the present situation will serve to aid in the interpretation of an utterance ,even the most attentive parent are frequenly unable to interpretutterance which their children produce.

3.      Telegraphic speech

Children do not proceed as rapidly two-word utterance as one might expect. In any case, around 2 years of age or so children begin to produce two- and three –word utterances.

·         Varietyof perposes and semantic relation

Regarding purpose, the child uses language to request,  warn, name, refuse, brag, question, answer and inform. In order to gain these ends, the utterance invove such semantic relation and concept as agent, action, experiencer, receiver, state, object, possession, location, atribution, equation, negation and quantivication.

·         Low incidence of fuction words.

A second feature of the child utterance is the low incidence of function wurd such as article,preposition,and the copula ‘be’. Children‘s utterance at this stageappearto have the character of telegram message, they shortand mainly composed of content word, that this phase of speechdevelopment is often reffered to as the telegraphic stage. The child onlylearned content word and has yettolearn fuction word.

·         Close approximate of the language’s word order.

The child learning english tend to say’my cup’ than ‘cup my’. It showthat the childhas acquire a significant aspect ot the grammar of englishwhich will later enable the child to comprehend and produceappropriate utterance.

·         Syntatics semantic analysis

For children at two and three stage, there was litle for theorist followingsuch a theoryto do but classify utterancein term of suquence grammaticale.g. ‘mommy chair’ = noun+noun. Because children in using two- and three word utterance tent to use only few gramaticalclasses(noun, verbs, adjective) the result is relatively few unique sequences of word classes.

4.      Morphemic

Once two and three word uttterancehave been acquared. Children have something on which to elaborate.they start to add function words and inflections totheir utterance. Function words like the preposition , the articles , the modal , and the auxularies, begin to appear , together with inflectionsuch as the plural and tense marking.

CONCLUSION

A.        Conclusion

Before children comprehend speech and produce it. they through some step, they are vocalization to babling and bablingto speech, and then children through speech stages: naming, holoprastic, telegraphic and morphemic.

B.     Sugestion

Similarly we can describe the material that is the subject of this paper,of course there are still many shortcomings and weaknesses, because the lack the knowledge and the lack of reference. Author much hopedear readers, providing constructive criticism and suggestions for the perfect paper to the author in the writing of the paper in the next oppurtunities.hopefully this paper is useful for writers in particular are also dear readers in general.

REFERENCE

Steiberg, DannyD, et al 2001. Physicolinguistic Language Mind and World. London: Longman.