Children Language Development Related Theories

7

2.1.2. Children Language Development

After children acquire language, their language is developing in a row with their physical infancy. There are four stages have been identified by Clark Clark 1977 after the infant in one-year-old i.e: 1 The Sensori- Motor Stage, which happens between about one year and one year six months by reproducing events from memory a day or so later; 2 Single-word Utterances, by talking about the objects around them when the age of one year three months and two years 3 Two-word Utterances, children begin to combine single words into two-word utterances within a few months of their third stage. In addition, Yule 2008 also states some similar stages and gives more explanation about them. The first stage is Baby Talk. These are either simplified words or alternative forms with repeated simple sounds and syllables for things in the child‟s environment. It is an interactive role to the young child even before he or she becomes a speaking participant. For the example is tummy, nana, choo-choo, poo-poo, pee-pee, wawa, or kinds of gestures such as just touches pictures, vocalizes a babble string and smiles. This stage usually occurs in a conversation between a mother with her child who in a one until eleven months. The next stage is cooing. It is described as the earliest use of speech- like sounds. During the first few months babies can produce particularly high 8 vowels similar to [i] and [u] and the four months of age, they create sounds similar to the velar consonants [k] and [g]. there are some speech perception studies which have shown that by the time of five months babies, they can already hear the difference between the vowels [i] and [a] and also discriminate between syllables like [ba] and [ga]. The producing of a number of different vowels and consonants as well as combinations is described as babbling. Babies around nine to ten months can recognize intonation patterns to the consonant and vowel combinations being produced, such as ba-ba-ba- and ga-ga-ga. Then, they also become capable of using their vocalizations to express emotions and emphasis during the tenth and eleventh months. This late babbling stage is characterized by more complex syllable combinations ma-da-ga-ba, a lot of sound play and attempted imitations. Between twelve and eighteen months, children begin to produce one- word stage, a variety of recognizable single-unit utterances, named the one- word stage. When they can say: „milk‟, „cookie‟, „cat‟, „cup‟, and „spoon‟ usually [pun], it is indicated that they are familiar with those utterance. They speech those single terms are uttered for everyday objects because it may occur in their circumstances. If the children are two years old, they can produce a variety of combinations between two or more words which brings multi interpretations of the children utterance. But it can begin around eighteen to twenty months, 9 as the child‟s vocabulary moves beyond fifty words. This stage called the two- word stage. For instance, baby chair, means this is baby’s chair an expression of possession, or put baby in chair as a request, or baby is in the chair as a statement. Those are depending on different circumstance the utterance occurs. The last stage is telegraphic speech. The children between two-and-a- half years old begins producing a large number of utterances that could be classified as „multiple-word‟ speech, appear variation in word-forms, and characterized by strings of words lexical morphemes in phrases or sentences, e.g.: this shoe all wet, cat drink milk and daddy go bye-bye. While this type of telegram-format speech is being produced, a number of grammatical inflections begin to appear in some of the word-forms and also use simple prepositions like in or on. Moreover, Clark 2003 has also examined that the capability of two years old children. They already can combine words and gestures, and produce their first word combinations followed by the production of ever more complex. They also can modify their requests in accord with what their mothers already know. 10

2.1.3. Child-directed Speech CDS