KCI등재
A Psychological Study on the Early Developmental Stages of Korean Child Language language and Cognition
저자
ZOH, MYEONG-HA (Psychology Seoul National University)
발행기관
KOREAN SOCIAL SCIENCE RESEARCH COUNCIL KOREAN NATIONAL COMMISSION FOR UNESCO
학술지명
Korean Social Science Journal(Korean Social Science Journal)
권호사항
발행연도
1976
작성언어
English
KDC
300.5
등재정보
KCI등재
자료형태
학술저널
수록면
159-174(16쪽)
제공처
소장기관
So far we have discussed the stages of language development of our three children particularly relying upon the results of semantic analysis. Consequently, the developmental stages we have classified came from the results of rather qualitative criteria. However, mean length of utterance (MLU) has been recommended to use a better index of the development, where MLU is defined as the average length of the child's utterance in morphemes. A group of developmental psycholinguists at Harvard has proposed the term stage I for the period beginning with the emergence of the first multiword utterances and continuing until MLU reaches 2.0. Further stages are defined by increments of 5. to the MLU (Brown, 1973). We presented here our children's MLU in accordance with the developmental stages as shown in Table3. But it should be kept in mind that our MLU would not be directly comparable to the Brown's or others because we have not collected all the speech uttered in a certain period but only the different kinds of speech. Moreover, only the above two-word speech were included in calculating the MLU whereas one-word speech were omitted. However, Table 3 shows that our calculation of MLU also has a discerning power at least between tow-and three-word stages.
In summing up, we adopted the term 'monoreme' from Werner and Kaplan to the first pseudowords produced by the children in the sense that they are neither words nor sentences in view of their function. Only insofar as they fulfill a grammatical and syntactic function in an utterance, a name becomes a word and combination of words becomes sentence. For this very reason, we defined the earliest two-word combinations 'duoreme' ; the initial word in the word-order of two-words were contentives that make reference to the objects, some state of conditions, or movements. Only at a later period, they became sentence in which the two-words has been related in their semantic function. Before emerging the three-and the above three-word sentences, there also appeared pseudo three-word sentences which we called 'trioreme', even though the duration of their emergence was not discrete but persisted to occur over a long time. From the end of this stage on, i.e., at the stage we have not yet analyzed its characteristics, comples derivational rules such as past and future tenses, and subject and object case markers were observed.
The developmental stages we have so far observed are roughly corresponding to the early stage Brown has defined. He analyzed the child speech of stage I in almost all the aspects in detail, but failed to pay attention the specific stages such as duoreme and trioreme, probably, we have been deeply impressed by the fact that how elaborate steps our children made forward in their developing processes of language, apart from the fact that how astonishing regularities in the child speech is. One might say that the child language develops as if it would keet step with the pyramid-like staircase of five stages at least, namely, monoreme, duoreme, two-word sentence, troireme, three-and above three-word sentence, and so on. As one steps up the ataircase, the first step becomes the base for the second step-stone, and the next is also the same as the former one.
The step-by-step characteristic of language acquisition might suggest some negative answers against the innateness hypothesis. However different child speech is from adult speech, it is evident that it gradually approach to the resemblance of its mother tongue. I think the innate hypothesis has been induced not only from the theoretical necessity but also from practical, ordinary life-oriented, necessity that has fascinate parents as to how a child masters the acquisition would never take place abruptly. Rather it seems more reasonable to say that the mystery of how a child becomes capable to speak rapidly can be solved only by understanding that he accomplishes necessary and due course on a step-by-step basis. By this word, however, we do not mean the gradual learning model as will be discussed later.
Those who are fascinated by the Chomsky's hypothesis of LAD have a tendency to believe that ecidence for universal proves the hypothesis of innateness. Certainly the data from our three children support the universals with regard to the constructional rules as well as the semantic relationships. As Brown(1973, p.198) appropriately pointed out, "The Stage I meanings have proved to have some generality in a sampling of child speech studies, and I do feel tempted to hypothesize universality. But not innateness. Not innateness because. . . it is my impression that the first meanings are an extentsion of the kind of intelligence that Jean Piaget calls sensorymotor". Slobin's (1973, p.184-185) descriptions are more pertinent to our argument : "Studies which have considered the supposed intended meanings of children's utterances support a far-reaching principle which could be phrased as follows : New forms first express old functions, and new functions are first expressed by old forms. It turns out that this is a familiar principle in the psychology of cognitive development, and it is not surpring to find it in linguistic development as well."
In conclusion, the Slobin's principle of linguistic development must be taken granted. in which what we have observed for the developmental stages may be included. In other words, we suggest that this principle may reflect nothing other than the step-by-step characteristics of language acquisition we have so far discussed. For example, when Gyeong said Mommy bread give for the first time in a trioreme form, it just expressed what he had expressed through the two-word sentence like Mommy give or bread give. Therefore, this is the case which can be phrased as new forms first express old functions. On the other hand, the same expression Mommy bread give is going to be used after a while to indicate the nonlinguistic context in which mother was giving bread to his sister. This is the case which can be phrased as new functions are first expressed by old forms. Slobin believes that this principle supports the cognitive prerequisite hypothesis for the development of grammar that language is used to express only what the child already knows.
I think that Slobin deliberately disregard how new forms urge to modulate new functions and the vice versa. Originally the principle was described by Werner and Kaplan(1963, p.60) as following : "We believe that the shifts which take place from concrete action models to syntactic relations of a more abstract sort reflect the operation of the basic deveropment principle pertaining to form-function relationships. As one will recall, according to this principle, wherever functional shifts occur during development, the novel function is first executed through old, available forms ; sooner or later, of course, there is a pressure towards the development of new forms which are of a more functionspecific character, i.e., that will serve the new function better than the old forms." More emphasis put on the interaction between forms and functions in the Werner and Kaplan's phrases.
While there is no doubt that linguistic structures are determined by the cognitive capacity of the child, the possibility has notto be excluded that new linguistic structures will serve the new function better than the older ones. It must be kept in mind that the new form of duoreme or trioreme was expressed first before our subjects explicitly expressed the two- or three-term semantic relationships. There is a strong possibility that the new function of two and three-term relations has been fascilitated to emerge by the force of the available form of duoreme or trioreme. Recently Schleginger(1976) has argued for the interaction between cognition and language in such way that cognition is responsible for the interpretation problem without the aid of language whereas the categorization problem depends on the language. Cognitive skill which enable a child to understand what is going on in his or her environment is called the interpretation problem. However, for example, "what are the boundaries of the agent concept? Mummy handing the bottle to the child is no doubt an event where an agent is performing some action, but what about mummy just holding the bottle? To take one further step, can the bottle be said to be an agent 'containing' the milk in the same way that mother is an agent holding the bottle? Clearly there are gradations here of 'agentiveness'"(Schlesinger, 1976, p.6). What he suggests is that the linguistic input would hepf a child to categorize the various agents into one concept, and that cognitive development and linguistic input may be mutually supportive. Of course, Schlesinger rightly has pointed out, it is usually not wise to side with a extreme theorizing.(All of the transeriptions presented in this paper are theli teral translation into English)
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