A For
over 200 years, there has been an interest in the way children learn to speak
and understand their first language. Scholars carried out several small-scale
studies, especially towards the end of the 19th century, using data they
recorded in parental diaries. But detailed, systematic investigation did not
begin until the middle decades of the 20th century, when the tape recorder came
into routine use. This made it possible to keep a permanent record of samples
of child speech, so that analysts could listen repeatedly to obscure extracts,
and thus produce a detailed and accurate description. Since then, the subject
has attracted enormous multi-disciplinary interest, notably from linguists and
psychologists, who have used a variety of observational and experimental
techniques to study the process of language acquisition in depth.
B Central
to the success of this rapidly emerging field lies the ability of researchers
to devise satisfactory methods for eliciting linguistic data from children. The
problems that have to be faced are quite different from those encountered when
working with adults.
Many of the linguist’s routine techniques of enquiry
cannot be used with children. It is not possible to carry out certain kinds of
experiments, because aspects of children’s cognitive development – such as
their ability to pay attention, or to remember instructions – may not be
sufficiently advanced. Nor is it easy to get children to make systematic
judgments about language, a task that is virtually impossible below the age of
three. And anyone who has tried to obtain even the most basic kind of data – a
tape recording of a representative sample of a child’s speech – knows how
frustrating this can be. Some children, it seems, are innately programmed to
switch off as soon as they notice a tape recorder being switched on.
C Since
the 1960s, however, several sophisticated recording techniques and experimental
designs have been devised. Children can be observed and recorded through one-way-vision
windows or using radio microphones, so that the effects of having an
investigator in the same room as the child can be eliminated. Large-scale
sampling programmes have been carried out, with children sometimes being
recorded for several years. Particular attention has been paid to devising
experimental techniques that fall well within a child’s intellectual level and
social experience. Even pre-linguistic infants have been brought into the
research: acoustic techniques are used to analyse their vocalisations, and
their ability to perceive the world around them is monitored using special
recording equipment. The result has been a growing body of reliable data on the
stages of language acquisition from birth until puberty.
D There
is no single way of studying children’s language. Linguistics and psychology
have each brought their own approach to the subject, and many variations have
been introduced to cope with the variety of activities in which children
engage, and the great age range that they present. Two main research paradigms
are found.
E One of
these is known as ‘naturalistic sampling’. A sample of a child’s spontaneous
use of language is recorded in familiar and comfortable surroundings. One of
the best places to make the recording is in the child’s own home, but it is not
always easy to maintain good acoustic quality, and the presence of the
researcher or the recording equipment can be a distraction (especially if the
proceedings are being filmed). Alternatively, the recording can be made in a
research centre, where the child is allowed to play freely with toys while
talking to parents or other children, and the observers and their equipment are
unobtrusive.
F A good
quality, representative, naturalistic sample is generally considered an ideal
datum for child language study. However, the method has several limitations.
These samples are informative about speech production, but they give little
guidance about children’s comprehension of what they hear around them.
Moreover, samples cannot contain everything, and they can easily miss some
important features of a child’s linguistic ability. They may also not provide
enough instances of a developing feature to enable the analyst to make a
decision about the way the child is learning. For such reasons, the description
of samples of child speech has to be supplemented by other methods.
G The
other main approach is through experimentation, and the methods of experimental
psychology have been widely applied to child language research. The
investigator formulates a specific hypothesis about children’s ability to use
or understand an aspect of language, and devises a relevant task for a group of
subjects to undertake. A statistical analysis is made of the subjects’
behaviour, and the results provide evidence that supports or falsifies the
original hypothesis.
H Using
this approach, as well as other methods of controlled observation, researchers
have come up with many detailed findings about the production and comprehension
of groups of children. However, it is not easy to generalise the findings of
these studies. What may obtain in a carefully controlled setting may not apply
in the rush of daily interaction. Different kinds of subjects, experimental
situations, and statistical procedures may produce different results or
interpretations. Experimental research is therefore a slow, painstaking
business; it may take years before researchers are convinced that all variables
have been considered and a finding is genuine.
Questions 1-5
Which paragraphs contains the following information?
Write the correct letter A-H in boxes 1-5 on your answer
sheet.
NB You may use any letter more than once.
1) the
possibility of carrying out research on children before they start
talking
2) the difficulties in deducing theories from systematic experiment
3) the differences between analysing children’s and adults’ language
4) the ability to record children without them seeing the researcher
5) the drawbacks of recording children in an environment they know
2) the difficulties in deducing theories from systematic experiment
3) the differences between analysing children’s and adults’ language
4) the ability to record children without them seeing the researcher
5) the drawbacks of recording children in an environment they know
Questions 6-9
Do the following statements agree
with the information given in Reading Passage.
In boxes 6-9 on your answer sheet, write
In boxes 6-9 on your answer sheet, write
TRUE if the statement is true
according to the passage
FALSE if the statement is false according
to the passage
NOT GIVEN if the statement is not given in the
passage
6) In
the 19th century, researchers studied their own children’s
language.
7) Attempts to elicit very young children’s opinions about language are likely to fail.
8) Radio microphones are used because they enable researchers to communicate with a number of children in different rooms.
9) Many children enjoy the interaction with the researcher.
7) Attempts to elicit very young children’s opinions about language are likely to fail.
8) Radio microphones are used because they enable researchers to communicate with a number of children in different rooms.
9) Many children enjoy the interaction with the researcher.
Questions 10-14
Complete the summary below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 10-14 on your answer sheet.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 10-14 on your answer sheet.
Ways of investigating children’s
language
One method of carrying out research is to record children’s spontaneous language use. This can be done in their homes, where, however, it may be difficult to ensure that the recording is of acceptable 10) ..................... Another venue which is often used is a 11) ...................., where the researcher can avoid distracting the child. A drawback of this method is that it does not allow children to demonstrate their comprehension.
An alternative approach is to use methodology from the field of 12 ..................... In this case, a number of children are asked to carry out a 13) ...................., and the results are subjected to a 14).....................
One method of carrying out research is to record children’s spontaneous language use. This can be done in their homes, where, however, it may be difficult to ensure that the recording is of acceptable 10) ..................... Another venue which is often used is a 11) ...................., where the researcher can avoid distracting the child. A drawback of this method is that it does not allow children to demonstrate their comprehension.
An alternative approach is to use methodology from the field of 12 ..................... In this case, a number of children are asked to carry out a 13) ...................., and the results are subjected to a 14).....................
Answers
1.
C
2.
H
3.
B
4.
C
5.
E
6.
True
7.
True
8.
False
9.
Not Given
10. acoustic quality
11. research centre/center
12. experimental psychology
13. (relevant) task
14. statistical analysis