The Concept of Overgeneralization in Language Acquisition Process - Report Example

The Concept of Overgeneralization in Language Acquisition Process Name: Institution: Date: Course: The Concept of Overgeneralization in Language Acquisition Process Introduction Overgeneralization is a concept used in different spheres of life including psychology, sociology, scientific research in coming up with conclusions and making of statements. Overgeneralization refers to the process of people concluding about an incidence or results of the event in a general manner without the consideration of variations in justifications using available evidences. In life, people make statements to basing on the overall rules and results from the experiences and lessons in life to an extent of involving items not under the known rule. Different theories show overgeneralization application in linguistics in the process of child language acquisition. Overgeneralization in linguistics is whereby the child extends the use of a grammatical rule to language items excluded from the rule application. In most cases, children overgeneralization of rules in tenses formation to all verbs in the past tense leads to grammatical errors in the language spoken by them. Children also extend the use of grammar rules beyond their role boundaries in vocabularies application. The mind of a child perceives every language rule as viable for application to all items. As the child continues to grow and learn more rules applicable to language morphology, syntax and semantics overgeneralization reduces. An understanding of the concept of overgeneralization in child language acquisition is important to parents, teachers, and other caretakers. The information gathered from CHILDES shows that the overgeneralization play basic roles in language acquisition of a child (MacWhinney, 2012). This paper discusses the concept of overgeneralization in depth drawing the identified ideas to roles during child language acquisition. The Meaning of overgeneralization in child language acquisition An understanding on how overgeneralization occurs in child language acquisition leads to coming up with ways on how to apply the idea when developing language acquisition skills in the child. In the beginning, the child applies overgeneralization of the known sentence structures in syntactic, semantic and morphological rules (Ambridge et al. 2011). The application of overgeneralization occurs when the child mind uses imitation in learning the environment around, and languages use. The rule that the child knows about grammar, word domains, tense formation and morphology ends up applied to other items. For instance, after learning the addition of ed- to verbs to form regular past tenses, the child starts to apply the rule to all verbs. The phenomenon leads to the formation of verbs such as goed, eated and gived. The mental perception of the child sticks to the learned rule of past tense formation by the addition of ed. Another aspect of overgeneralization of rule in linguistics during child language acquisition is the formation of plurals. The first learned rule in the formation of plurals is the addition of‘s’. According to Lust (2006), the child’s mindset uses the learned rule to all nouns plural formation extending to nouns not found under the grasped rule. The child starts to speak of words such as foots, mouses and louses out of overgeneralization in applying the rule of adding ‘s’ when forming all noun plurals. Overgeneralization is important in the acquisition of the language because it helps in finding out if the child has some basic rules about a particular language. Overgeneralization is the first step in language acquisition where the child has some information about language use by the application of some identified structural rules (Messer and Turner, 2009). According to behaviorist theory, the repetitive application of grammatical rules sticks in the mind of the child. The behavior of overgeneralization with time reduces as the learners continue to interact with proficient users of the language. As a result, overgeneralization of rules in early learning of the language is good evidence showing that the child is trying to figure out some of the set rules required towards attaining language proficiency. Although from imitation, the child has never heard of some sentence structures but try to come up with grammatically incorrect ones by overgeneralization. According to MacWhinney (1999), child language acquisition through overgeneralization is out of the innate faculty from the psychological perceptions. The child perceives that the structural rule cannot end up broken but has to undergo an application to all sentence structures in communication. Only the listeners realize that the child is making grammatical mistakes, but the child ends up convinced of using the set grammatical or vocabulary rule in the correct manner. The child in most cases is interested in making sense during communication without taking keenness in grammatical rule correctness (Clark, 2003). The child can apply overgeneralization of the set language rules by the use of novel utterances in conversations. For instance, the child can speak of a sentence like “You no see me ball” instead of “Do you see my ball”. The listener has to understand the overgeneralization stage of language acquisition in the Childs’ innate development process. As the child continues to stress on revealing the meaning in the conversation, the application of the set language rules starts to undergo correct application. Crain and Lillo-Martin (1999) demonstrated that continued conversations involving corrections by the parent, teachers or any other caregiver leads to correct the application of language rules. In the process, the child begins to grasp and apply all language rules correctly and meaningfully thus reducing overgeneralization. In the beginning, the child finds it hard in applying new rules in sentence structures but sticks on the generalized known rule. What makes it worse is when the mind of the child perceives the use grammar rules in some cases in forming plurals and tenses (MacWhinney, 1999). From the innate theoretical point of view, overgeneralization stage of language acquisition is a basic stage to give hope in language acquisition in a child. The use of words by children that they have never heard people around them is a normal biological innate stage that comes automatic. The successful and correct grammar structures come by more interactions with people around the child. The repetitive corrections and listening during communication lead to narrowing down to grammatical rules. Messer and Turner (2009) argued that the overgeneralization is the basis towards successful and correct language acquisition in a child. Conclusively, overgeneralization in children language acquisition is whereby the child’s mind imitates and applies language rules without the consideration of exceptions. Wrong application of syntactic, semantic and morphological rules by children leads to grammatical errors. The role of overgeneralization in morphology during child language acquisition Children have applied the rule of derivational morphology through overgeneralization in noun and verbs formation rules wrongly. Children tend to add the suffix-er to most of the verbs for noun creation to bring out the meaning of a person performing the action. According to Clark (2003), the child adds the suffix-er to verbs such as swim, run and compute to form nouns like swimmer, runner and computer respectively. The rule does not apply to all doers of the action, but children in the early language acquisition apply generalization of the rule to all verbs. Overgeneralization in derivational morphology leads to the formation of innovative nouns like cooker and spyer when referring to cook and spy respectfully. Creation of innovative nouns from the concept surrounding morphology derivation is important because it shows that the child has grasped the rule of noun creation from the verb (Ambridge et al. 2011). With time as the child grows and become conversant with the language, will end up applying the rule in the correct manner. Overgeneralization also plays a major role in morphology when a child is acquiring a language by the addition of un to denote a reversed action. Children will first learn the addition of un to an action to mean its reverse. The rule will apply correctly and meaningfully to some verbs such as tie and wrap for their respective reverse actions of untie and unwrap. Children in quest towards language acquisition will apply the rule of the addition of un to mean the action reverse to all verbs (MacWhinney, 1999). Children then start to use verbs like unblow, unlight, unapper, unsqueeze, and unpull to refer to deflate, extinguish, disappear, release, and undo respectfully. The use of such innovative verbs by the child is of a basic significance during the child’s language acquisition because it shows attempts in the use of vocabularies (Lust, 2006). This shows a positive change in noun formation by the child, meaning that with time the child will end up seeking for vocabularies to reverse actions that do not adhere to the rule of the un addition. Conclusively, children begin using morphemes as part of the completely unanalyzed units because of overgeneralization. With time, children learn breaking down of words into component units. The role of overgeneralization at the lexical level during child language acquisition It is a common phenomenon in children to make grammatical and meaningful errors in applying rule overgeneralization in word usage. Children begin to acquire language by using specific words when referring to other referents with similarities in visually or conceptually. Children use familiar words for animals, items and people around them to refer to other referents of similar visual or conceptual characteristics. In reference to environmental influences in language acquisition theory, children will first master the names for items and animals around them (MacWhinney, 1999). When exposed to other items, people or animals with similar visual and conceptual characteristics, the child will start to refer to them familiar ones they know. This is why a child will start referring to all male as daddy while to all female as mommy. Other items with visual and conceptual similarities that child is acquiring a language usually make errors from overgeneralization is referring to all four-legged animals as doggie and round objects as ball. Messer and Turner (2009) illustrated that such errors in the child’s language acquisition are important as it shows the ability of the child to use the environmental surrounding in communication. There is the likelihood that when the child will end up exposed to many items, people and animals, will be able to differentiate one from another by names. In most cases, lexical level errors occur when a child is insufficient of vocabularies for unfamiliar items, people or animals encountered. For them to end up understood in conversations, children will use a familiar word to the referent (Ambridge et al 2011). At an early age of language acquisition like two years old, the child has many lexical level errors. This is because the child ends up exposed to limited items, people and animals around the homestead and with a few family members at this age. This plays a major role in the child’s language acquisition because in the future, after vocabulary development, the child will be able to apply words to specific people or items. Children that end up confined at home have many lexical errors than those exposed to items or people at an early age. As the child listens from other speakers referring to people, animals or items with different names they begin to accrue new vocabularies. For instance, when a child refers to a cow as doggie, but the mother calls the animal correctly, the child then realizes correct word for the animal at hand. Lexical errors rectification in child language acquisition occurs by exposing the child to new environments, people and items. Messer and Turner (2009) found out that children at 3-4 years old who begin schools start to correct lexical errors out of exposure to a new environment at school. Conclusively, lexical level overgeneralization is whereby the child uses specific words when referring to other referents with conceptual or visual similarities. Children master words for animals, items and people around them and apply the very words to similar referents. The role of overgeneralization in verb argument-structure (syntactic) during child language acquisition Apart from morphological and lexical level errors out of overgeneralization, incorrect use of verb argument structure (syntax) also turn out prevalent during child’s language acquisition process. Syntax errors seem embarrassing to adult listeners, but in linguistic development process, it helps in language acquisition stage in children. MacWhinney (1999) illustrated that, overgeneralization in syntax occurs when the child applies a verb by constructing an argument- structure. The child perceives the construction as correct while adult speakers of the language realizes grammatical errors from the sentence. The error also occurs when a child performs overgeneralization of the rule of allowing verbs attested in the intransitive construction to show up in transitive-causative constructions. The errors of transitive-causative overgeneralization are common to children aged five years (Crain and Lillo-Martin,1999). Overgeneralization of verb argument-structure is basic in helping the child during language acquisition. As the notion of pre-emption of the child broaden, it becomes possible for a child to use different pre-empts to bring out correct grammar and desired meaning in sentences. For instance, the child before pre-emption speaks of the sentence like, “the boy disappeared the rabbit” instead of “the boy made the rabbit disappear”. Out of continual hearing of verb-argument-structure in sentences with pre-emption, the transitive-causative errors reduce. In the process of coming up with verb argument-structures by children, there is a tendency of making errors because hearers expects the alternative formulation of verbs by children. Listeners assume that children formulate verbs incorrectly, so they predict chances of grammatical errors in the application of language syntactic rule. When children continue to master the language syntax, their ability of constructing verb correctly increases. The overgeneralization of the syntax rule ends up mostly seen in children aged 4-5 years old (Ambridge et al 2011). At this age, children have a tendency of using novel verbs that turn out presented intransitively in sentences. Children will start making sentences such as “The ball is taming”. With time, the child tries to pre-empt the sentences before engaging in conversation by the application of the known generalized rule about verb construction. Pre-emption leads to the children aged 4-5 years constructing sentences like, “The boy is making the car taming”. Research by Clark (2003) showed that the pre-emption in language acquisition play a basic role because it leads to the formation of correct verb argument structures out of the increased production of causatives in phrases. Conclusively, overgeneralization of syntactic rule happens when the child applies a verb by constructing an argument-structure. The verbs under intransitive construction end up appearing in transitive-causative constructions. In Summary, Overgeneralization plays a basic role during language acquisition stage of a child. From the errors made by the child, continued learning of the language rule leads to grasping and correct application of the set languages rules. From the discussion, it is true that the overgeneralization is the basis for the child to acquire and correctly apply rules governing morphology, syntax, semantics, morphology and verb argument structuring. The five language domains turns out founded in overgeneralization concept during conversation in children. From an early stage of 1-5 years, children realize that the verbal communication occurs by the application of some language rules. Making of errors in grammar and meaning is thus a show that the child has a glimpse of some language rules and is attempting to apply them as deemed. With time, as the child grows and interacts with adults in conversations, the correct application of language rule ends up attained. Overgeneralization is thus important during child language acquisition as it leads to sharpening the conversation when the child stars to apply the set rules correctly. Bibliography Ambridge, Ben & Elena V.M Lieven. 2011. Child Language Acquisition. Cambridge: CUP Clark, E.2003. First Language Acquisition. Cambridge: CUP Crain, S & Lillo-Martin, D. 1999. An Introduction to Linguistic Theory and Language Acquisition. Oxford: Blackwell Lust, B. 2006. Child Language: Acquisition and Growth. Cambridge: CUP MacWhinney, B. 2012. The CHILDES project. tools for analyzing talk. New York: Psychology Press. MacWhinney, B. (ed).1999. The Emergence of Language. Hillsdale, NJ: Lawrence Erlbaum Messer, D. J., & Turner, G. J. 2009. Critical influences on child language acquisition and development. New York, N.Y: St. Martin's Press. Read More