Language learning begins with listening.
Language
learning
begins
with
listening
.
Children are greatly different in the amount of listening they do before they start speaking, and later starters are often long listeners.
Children
are
greatly
different
in
the
amount
of
listening
they
do
before
they
start
speaking
,
and
later
starters
are
often
long
listeners
.
Most children will "obey" spoken instructions some time before they can speak, though the word "obey" is hardly exact as a description of the eager and delighted co- operation usually shown by the child.
Most
children
will
``
obey
''
spoken
instructions
some
time
before
they
can
speak
,
though
the
word
``
obey
''
is
hardly
exact
as
a
description
of
the
eager
and
delighted
co-
operation
usually
shown
by
the
child
.
Before they can speak, many children will also ask questions by gestures and by making questioning noises.
Before
they
can
speak
,
many
children
will
also
ask
questions
by
gestures
and
by
making
questioning
noises
.
Any attempt to study the development from the noises babies make to their first spoken words leads to considerable difficulties.
Any
attempt
to
study
the
development
from
the
noises
babies
make
to
their
first
spoken
words
leads
to
considerable
difficulties
.
It's agreed that they enjoy making noises, and that during the first few months one or two noises sort themselves out as particular expression like delight, pain, friendliness and so on.
It
's
agreed
that
they
enjoy
making
noises
,
and
that
during
the
first
few
months
one
or
two
noises
sort
themselves
out
as
particular
expression
like
delight
,
pain
,
friendliness
and
so
on
.
But since these can't be said to show the baby's intention to communicate, they can hardly be regarded as early forms of language.
But
since
these
ca
n't
be
said
to
show
the
baby
's
intention
to
communicate
,
they
can
hardly
be
regarded
as
early
forms
of
language
.
It is agreed too, that from about three months they play with sounds for enjoyment, and that by six months they are able to add new words to their store.
It
is
agreed
too
,
that
from
about
three
months
they
play
with
sounds
for
enjoyment
,
and
that
by
six
months
they
are
able
to
add
new
words
to
their
store
.
This self - imitation leads out to deliberate imitation of sounds made or words spoken to them by other people.
This
self
-
imitation
leads
out
to
deliberate
imitation
of
sounds
made
or
words
spoken
to
them
by
other
people
.
The problem then arises to the point at which one can say that these imitations can be considered as speech.
The
problem
then
arises
to
the
point
at
which
one
can
say
that
these
imitations
can
be
considered
as
speech
.
It is a problem we need to get our teeth into.
It
is
a
problem
we
need
to
get
our
teeth
into
.
The meaning of a word depends on what a particular person means by it in a particular situation and it is clear that what a child means by a word will.
The
meaning
of
a
word
depends
on
what
a
particular
person
means
by
it
in
a
particular
situation
and
it
is
clear
that
what
a
child
means
by
a
word
will
.
change as he gains more experience of the world.
change
as
he
gains
more
experience
of
the
world
.
Thus the use, at seven months, of "mama" as a greeting for his mother cannot be dismissed as a meaningless sound simply because he also uses it at another time for his father, his dog, or anything else he likes.
Thus
the
use
,
at
seven
months
,
of
``
mama
''
as
a
greeting
for
his
mother
can
not
be
dismissed
as
a
meaningless
sound
simply
because
he
also
uses
it
at
another
time
for
his
father
,
his
dog
,
or
anything
else
he
likes
.
Playful and meaningless imitation of what other people say continues after the child has begun to speak for himself.
Playful
and
meaningless
imitation
of
what
other
people
say
continues
after
the
child
has
begun
to
speak
for
himself
.
I doubt, however, whether anything is gained when parents take advantage of his ability in an attempt to teach new words.
I
doubt
,
however
,
whether
anything
is
gained
when
parents
take
advantage
of
his
ability
in
an
attempt
to
teach
new
words
.
Language learning begins with listening. Children are greatly different in the amount of listening they do before they start speaking, and later starters are often long listeners. Most children will "obey" spoken instructions some time before they can speak, though the word "obey" is hardly exact as a description of the eager and delighted co- operation usually shown by the child. Before they can speak, many children will also ask questions by gestures and by making questioning noises.  Any attempt to study the development from the noises babies make to their first spoken words leads to considerable difficulties. It's agreed that they enjoy making noises, and that during the first few months one or two noises sort themselves out as particular expression like delight, pain, friendliness and so on. But since these can't be said to show the baby's intention to communicate, they can hardly be regarded as early forms of language. It is agreed too, that from about three months they play with sounds for enjoyment, and that by six months they are able to add new words to their store. This self - imitation leads out to deliberate imitation of sounds made or words spoken to them by other people. The problem then arises to the point at which one can say that these imitations can be considered as speech.  It is a problem we need to get our teeth into. The meaning of a word depends on what a particular person means by it in a particular situation and it is clear that what a child means by a word will. change as he gains more experience of the world. Thus the use, at seven months, of "mama" as a greeting for his mother cannot be dismissed as a meaningless sound simply because he also uses it at another time for his father, his dog, or anything else he likes. Playful and meaningless imitation of what other people say continues after the child has begun to speak for himself. I doubt, however, whether anything is gained when parents take advantage of his ability in an attempt to teach new words.