Apple Mary Lyn Paunil 3:30-5:00 (TTh)

English I Mr. Lucky Carpio

GRAMMAR DEVELOPMENT
Development of grammars Grammars evolve through usage and also due to separations of the human population. With the advent of written representations, formal rules about language usage tend to appear also. Formal grammars are codifications of usage that are developed by repeated documentation over time, and by observation as well. As the rules become established and developed, the prescriptive concept of grammatical correctness can arise. This often creates a discrepancy between contemporary usage and that which has been accepted, over time, as being correct. Linguists tend to view prescriptive grammars as having little justification beyond their authors' aesthetic tastes, although style guides may give useful advice about Standard English based on descriptions of usage in contemporary writing. Linguistic prescriptions also form part of the explanation for variation in speech, particularly variation in the speech of an individual speaker (an explanation, for example, for why some people say "I didn't do nothing", some say "I didn't do anything", and some say one or the other depending on social context). The formal study of grammar is an important part of education for children from a young age through advanced learning, though the rules taught in schools are not a "grammar" in the sense most linguists use the term, particularly as they are often prescriptive rather than descriptive. Constructed languages (also called planned languages or conlangs) are more common in the modern day. Many have been designed to aid human communication (for example, naturalistic Interlingua, schematic Esperanto, and the highly logiccompatible artificial language Lojban). Each of these languages has its own grammar. Syntax refers to linguistic structure above the word level (e.g. how sentences are formed)though without taking into account intonation, which is the domain of phonology. Morphology, by contrast, refers to structure at and below the word level (e.g. how compound words are formed), but above the level of individual sounds, which, like intonation, are in the domain of phonology.[7] No clear line can be drawn, however, between syntax and morphology. Analytic languages use syntax to convey information that is encoded via inflection in synthetic languages. In other words, word order is not significant and morphology is highly significant in a purely synthetic language, whereas morphology is not significant and syntax is highly significant in an analytic language. Chinese and Afrikaans, for example, are highly analytic, and meaning is therefore very context-dependent. (Both do have some inflections, and

have had more in the past; thus, they are becoming even less synthetic and more "purely" analytic over time.) Latin, which is highly synthetic, uses affixes and inflections to convey the same information that Chinese does with syntax. Because Latin words are quite (though not completely) self-contained, an intelligible Latin sentence can be made from elements that are placed in a largely arbitrary order. Latin has a complex affixation and simple syntax, while Chinese has the opposite. Grammar Development Stages for a Child Children do not learn how to speak properly overnight. Instead, the process of grammar development is slow and continuous. While no two children are the same, there is a general grammar progression that parents can expect their children to follow. As children move through the stages of grammar development, they become more and more adept at speaking in proper English. Stage 1 Children generally begin speaking in recognizable words between 9 months and 1 year old. At this stage, children speak in single words. The words that children learn within this age span are predominantly nouns. Uses about 50 single words in a similar way to sentences.may be referred to as holophrases. Words are used for a variety of functions: commands, statements, questions,exclamations e. g. Produces labels for familiar things: people, food, toys, animals, body parts, clothing, vehicles, household objects. Expresses negation: No dont The idea of an objects location: where look there in on Describes: pretty big nice Social awareness and politeness: yes no hello please ta Conveys actions, especially routine activities: eat all gone fall down Over-extends word meanings e.g. car applied to all vehicles. Under-extends word meanings e.g. dog meaning only the family dog Stage 2 Between 1 and 2 years of age, children develop the ability to speak in two-word sentences. These sentences are often not grammatically correct, sometimes consisting of two nouns, and other times a noun and a verb. Most commonly, the sentences begin with a verb and end with a noun. "Want milk," for example, is a common stage 2 sentence. Uses about 200 words to form 2 element (2 words) sentences. Words in the correct order to convey a variety of functions e.g. Questions, commands or statements e. g. Adjective and noun: red shoes Subjective and verb: baby cry man go eat doggie (dog eating)

Subject and compliment: teddy nice mummy pretty that hot 2 nouns together: mummy bag Preposition and noun: in house Verb and object: push car want drink give teddy Determiner and noun: my doll Word endings /s/ and /ing/: man running see cats 2 word questions: wheres mummy? what that? 2 word commands: up chair sit down Stage 3 Stage 3 spans from 2 years to 2 1/2 years. During this time, children develop the ability to speak in three-word sentences. These sentences are often formed in a grammatically correct order. Children also begin to engage in basic pronoun usage during this stage, using the pronoun "I" as a self-referent quite frequently. Uses simple 3 word sentences with correct word order. Uses a range of structures to convey a variety of Functions questions, commands or statements e.g. 3 word questions: What you doing? where man gone? Pronouns: me, him, they Refers beyond the here and now e.g. yesterday go shopping WORD ENDINGS DEVELOP THROUGHOUT THIS STAGE AND BEYOND.THERE IS SOME VARIATION IN THE ORDER BUT ALL SHOULD BE PRESENT BY THE END OF STAGE 5. -ing e.g. running, jumping Regular plurals e.g. girls, toys, may generalise to e.g. mouses Simple regular past tense ed e.g. I walked home, I runned home Past participle en e.g. I have taken, I have tooken -s present tense verb ending e.g. she walks home Possessive s e.g. teddys head stuck Contracted negative e.g. He isnt going Is and the contracted form e.g. Mary is bad or Marys bad Auxiliary verbs is and are and contracted forms e.g. He is coming, theyre coming Question words e.g. why John is happy? where my daddy isgoing? Comparative er e.g. bigger, morer Superlative est e.g. biggest, morest Adverbial ending ly e.g. quickly, slowly, brightly

Stage 4 Children develop the ability to speak in simple sentences between the ages of 2 1/2 and 3 years old. These simple sentences include proper syntax, and usually consist of three to four words. Uses 4 or more words or elements within a simple sentence structure. Consolidates and develops further word endings from stage 3. e.g. daddys / kicking / the ball / now he / lost / his / shoe. You / writing / on / the board Inverts subject and verb to form a question. e.g. Why is John happy? Wheres my daddy going? instead of Why John is happy? etc. Uses negatives to form verbs e.g. Mark not gone to work, he not want to, he doesnt like it. Stage 5 Between the ages of 3 years and 3 1/2 years, children begin to integrate compound and complex sentences into their vocal line-up. At this stage in grammar development, 90 percent of what a child says is clearly intelligible, reports the Children's Development Institute. Joins simple sentences (single clauses) to form compound and complex sentences. Compound sentences are joined by and or and then and the clauses can stand alone. Complex sentences are joined by more advanced conjunctions such as if and because and the clauses cannot stand alone. e.g. Connects clauses to make compound sentences using and, and then but e.g. Daddy gone in the garden and then he felled over. Connects clauses to make complex sentences using that and what e.g. I think that he will fall over. Look at the toy what I got. Forms complex sentences using but because (cos) if so when Questions tagged to the end of a sentence You gave me it, didnt you? Uses pronouns to relate clauses The cat caught the rabbit but it got away Relative clauses This is the house I built yesterday Embedded clauses The flowers we planted yesterday have all drooped Stage 6 Children engage in stage 6 of grammar development between the ages of 3 1/2 and 4 1/2 years. During this stage, children improve their ability to navigate irregular verbs and properly use plural noun formations.

Child continues to develop more fluent use of sentence structures. Continuing awareness of irrecgular verbs, plurals etc and subtleties of expression. Eliminates most errors in: pronouns e.g. her doing it me see this/that word order and irregular forms Refers beyond the here and now with time markers such as: after lunch, tomorrow afternoon May connect sentences with devices such as: however, actually Uses complex verb phrases such as : I might have been able to Uses: ought, should, if, must etc. Uses more irregular verbs and noun forms e.g. drank, brought, took Stage 7 Beyond the age of 4 1/2 years, children continue to increase the complexity of their sentence formations. Modifiers, including adjectives and adverbs, become increasingly prevalent during this development stage. As children progress to school age, they learn the structures of formal grammar and modify their grammar as necessary to make up for any grammatical deficiencies. WHILST FEW ACTUAL GRAMMATICAL MISTAKES CAN BE HEARD BYSCHOOL ENTRY A RANGE OF GRAMMATICAL PROCESSES REMAIN TODEVELOP. THE DEGREE AND AGE OF DEVELOPMENT IS MORE VARIABLE AND THERE IS RELATIVELY LITTLE RESEARCH INTO THEDEVELOPMENT OF GRAMMAR AFTER SCHOOL ENTRY. SOME EXAMPLES ARE: Sentence connection and the structure of connected speech or discourse. e.g. Connecting devices such as however, actually, frankly (from about 7 years) Word order changes for emphasis e.g. Its John who said he couldnt come. Hardly had I gone. The use of intonation to show the relationship between parts of a sentence e.g. John gave the book to Jim and he gave one to him. Irregular forms can still be developing at 7 8 years More complex comprehension leading to use e.g. since, unless, although (confused with and up to 9 years) DEVELOPMENT OF STYLE INFLUENCED BY EXPERIENCES, LIKES AND DISLIKES PUBERTY MARKS THE END OF THE PERIOD OF NATURAL SYNTACTIC DEVELOPMENT. AFTER THIS SPONTANEOUS LEARNING IS MORE A MATTER OF DEVELOPING STYLISTIC SKILLS, WRITING AND READING ABILITIES AND VOCABULARY.