Charles J.

Rock
TASL 501 Dr. Carlson
Supplementary Activity 1.1: Milestones of vocal/linguistic development
August 28, 2015
Age

Description of language development

Discriminates among similar language sounds (example: pa

and ba).
Birth to 1 month
Cries only because of discomfort or hunger.
Makes cooing sounds.
Cries only because of discomfort or hunger.
1 to 3 months
Makes cooing sounds.
3-6 months

Makes cooing sounds.

6-9 months

Babbles repetitive consonant-vowel strings (example: ba ba ba)

9-12 months

Understands a few words by 12 months. Babbles with sentence

intonation (ex. ba BA ba ba).

12-18 months

Produces first word (by 12 months)

18-24 months

Has a vocabulary of about 50 words.

Combines words to make "telegraphic" sentences.

24-36 months

Begins to use grammatical morphemes and function words.

Starts to ask lots of 'why' questions.

3-4 years

Knows 'cake the eat' is silly but doesn't know why.

4-6 years

Shows literacy-based metalinguistic awareness.

Different voices with different people.

6-8 years

8-10 years

Charles J. Rock

Has a vocabulary of several thousand words.

Learns to use different language registers for different
social/academic
situations.
Learns to use different "voices" with different interlocutors.
Takes
into account what listener knows (ex. On the telephone).
Metalinguistics awareness (not literacy-based).

TASL 501 Dr. Carlson

August 30, 2015
Application Activity #1
My answers to the "Wug Test" as shown in http://www.onbeing.org/blog/sundaymorning-exercise-take-wug-test/2510
My reflection is at the bottom of this page.
1. WUGS.
2. GUTCHES.
3. SPOWED.
4. KAZHES.
5. RICKED.
6. mini-WUG. WUGGIE. (or I could call that WUG-HOUSE).
7. TORS.
8. QUIRKY.
9. LUNS.
10. NIZZIES.
After taking the WUG test, I realized that my answers are different from other
people. I have read comments at the bottom of the website, people called the
"house" where Wug lives in "Wug-loo" and "Wug-Wam". I've never thought of that.
My answer was "Wug-house" (I was thinking more like a "dog-house'). Let's say if
I'm an Eskimo, I would call that "Wug-loo" (like Igloo). I wouldn't be surprised if the
Eskimo children would call that. Languages are often influenced by culture. Since
I'm deaf and am fluent in ASL, it's my way of thinking, I use signs like "house"
because I don't have signs for Igloo and I've never used that word anyway. Another
reason, I live in Southern California and we don't have any Igloo. I would love to test
Eskimo children with that test and see what they come up with. I speak/write/read
English (yes, I use my voice to talk English to my mom and a few hearing people), I
do use -ing, -ed, -s, -es, etc. I think the test is really designed for young children to
see if they can answer like "wugs" with an -s at the end. Just my thought.

Thread:

'Wug' test
Author:
Charles Rock
Posted Date:
August 25, 2015 1:31 PM
Status:
Published
This is a WUG. Now there is another one. There are two of them. These are two ______.
This is a dog with QUIRKS on him. He is all covered in QUIRKS. What kind of dog is he? He
is a _______ dog.
The children gave correct answers - even the answers with correct grammars, for example
"wugs" and "quirked". They "simply know that" even they weren't thinking (subconsciously).
Norm Chomsky said that we have the ability to learn grammar is "hard-wired" into the brain.
These children weren't taught to put a "s" at the end of the word "wug" to represent a plural word
(WUGS).
How do the children do that without being taught? I guess we were born with a "grammar" that
was programmed in our brains. Maybe it's called "instinct" it's a natural way of thinking or
intuitive? Our brains are very complex. It's an organ that is filled with billions of neurons that
are connected with each other. There are parts of our brain that are responsible for language,
thinking, and so on. I guess grammar is the part of language function that resides inside of our
brains. What are your thoughts? Use your brain cells to think harder (it's ok to burn some of
your brain cells, lol).
Another thing, it's possible that the children picked up language/grammar (acquisition) from
hearing other people talking? Just a thought.

Thread:
Wug Test
Author:
Charles Rock
Posted Date:
August 30, 2015 6:49 PM
Status:
Published
I agree with Natalie about the sixth sense. Sometimes I felt like I have it somewhere in my body
(in my guts?). It has to do something with "discerning." The scientists probably couldn't confirm
nor identify it.
It should be interesting if we give the "wug test" to children from different backgrounds, ethics,
race, etc. Let's say if we give the wug test to Eskimo children, I wouldn't be surprised if they
named the place where "wugs" live in... "wug-loo". Maybe if the Indian children would call that
"wug-pee" (like tepee)?? I'm sure that all children will give many different answers to the test.

Thread:
Similarities and differences
Author:
Charles Rock
Posted Date:
September 2, 2015 2:08 PM
Status:
Published
I have read several books and websites about the similarities and differences between L1 and L2
theories (and acquisitions) and realized that I was reading the same information you posted here
in this discussion board. I couldnt find anything other than Krashens, Tomasellos,
Chemoskys, and Cooks theories. :(
There are more differences between L1 and L2 acquisition than similarities. Krashens theory of
language acquisition versus language learning:
Acquisition is natural, informal, subconscious and not aware of grammar and is communicative.
Language learning almost always happens in an artificial setting (often in formal setting). The
learners are aware of rules, grammar and vocabulary. So, therefore, it is not natural for them to
learn.
When the young child is learning the first language, his brain is wired for language
acquisition. As children grow up, they are exposed to their first language every day by listening
to their parents, friends and teachers talking. The second language learners are often older
children or adults; it is somewhat difficult for them to learn because they are not exposed to a
(second) language.
During my college days, I was required to take a foreign language as a general education. I had
an opportunity to learn French (self-paced course). Because I dont listen or speak, the instructor
allowed me to read and write only in French. I learned French but I was not able to master it,
just because I dont read and/or write French every day. I was (and still am) exposed to English
language every single day.

Thread:
Unique
Author:
Charles Rock
Posted Date:
September 2, 2015 2:10 PM
Status:
Published
The animals (species) on Earth have the ability to communicate with each other. Bees
communicate with other bees about the location of a food source. Birds sing with others.
Dolphins whistle and click. Cats meow asking for food. The natural modes of communication
found in animals follow specific rules. For example, birds sing songs structurally similar to
others. An animal communication does not show any structure of the human language. For
example, the bee doesnt tell other bees Hey, I found many flowers yesterday; we should go
over there and check them out. The animals communication is very limited.
In contrast, the human is capable to produce structured language. Humans employ grammatical
and semantic categories. For example, noun, verb, subject, object, present, past or future, to
express the meanings. We, humans, have the ability to communicate complex and abstract
ideas. We have built civilizations, developed science, medicine, literature and philosophy
through language. We dont always have to learn everything from a personal experience, we
learn from others through their experiences through language as well. That is why language
makes us human. Our brains have a language gene and its encoded in DNA. Lets say if we
dont have a language gene, we will not be able to survive.

Thread:
L1 vs L2
Author:
Charles Rock
Posted Date:
September 13, 2015 6:24 PM
Status:
Published
If an L1 child can master a language in a few years, why cant an L2 learner do the
same over many years?
In the preschool years children who are exposed to first language (L1) develop and
use language to understand others and to express their own meanings. As the
children get older, their ability of using the first language expands and grows. Its
obvious that children spent many hours interacting with language such as talking
with teachers and students, listening to other people talking, being read to,
watching television, etc. The young childs brain is wired for language
development and acquisition. After age 3, they understood the rules of language
its almost like setting on the stone inside of their brain.
The second language (L2) learners often are older learners, who draw on their
problem-solving and metalinguistic abilities precisely because they can no longer
access the innate language acquisition ability they had as young children
(Lightbrown & Spada, pg. 38). Foreign language students do not get enough
exposure; they only get a few hours a week in foreign language classrooms. The
older adults brain is structured differently from childrens in language
development. I understand that it will take approximately 7 to 10 years for second
language learners to become near fluent.

Thread:
Discussion #3
Author:
Charles Rock
Posted Date:
September 13, 2015 9:47 PM
Status:
Published
Saida,
Yes, it's an interesting read about how the brains functions after acquiring second language.
What's more interesting is that bilinguals who acquired both languages by six years of age show
involvement of both hemispheres in both languages. Apparently, "bilinguals" are referred to the
group of people who are speaking two languages proficiently, they don't have any "thickness" in
the left/front cortex. I am somewhat surprised to hear that they are using both hemispheres (left
and right) because I've always thought that left hemisphere is reserved for "logical" and right is
for "creative and imagination". Did you know that if you are using right hand for writing, you
are actually using your left hemisphere (which helps you to write)?
-charles

Thread:
Discussion #3
Author:
Charles Rock
Posted Date:
September 13, 2015 10:23 PM
Status:
Published
Hello Erich,
I just watched videos as you suggested. Wow, that is fantastic...with a happy ending!!! Since the
boy in Africa didn't have any language until he learned how to sign in school. I'd say that it is his
first language (L1), not L2. I'll tell you why...
1) Before the boy came to school, he knew no language. His brain was "so-ready" to learn a new
language.
2) While he was in school in Africa, he was interacting with other students which helped him to
learn sign language faster (10 weeks). He was exposed by other students everyday for ten
weeks. Now, let's compare that to a six year American boy who is attending preschool. The six
year boy is learning English by his preschool teacher and his classmates. I think it doesn't matter
how old the person is... I believe that the African boy is about 15 years old. He learned sign
language is the same way as a six year old American boy, he learned English.
3) I think the 15 year old African boy's brain was much like a six year old boy in America. The
African boy did not develop (or acquire) a language until he was around 15.
4) I'm almost certain that L1 acquisition is much faster than L2 acquisition.
I agree with you...young people learn much quicker than 50 year olds.
Thanks for the videos!!! that was so interesting!!! -charles

Thread:
4.4
Author:
Charles Rock
Posted Date:
September 20, 2015 8:47 PM
Status:
Published
The most obvious aspect of learners interlanguage, which affects the learners inability to use
language effectively, is fossilization. Fossilization is a process which non-target fixes norms in
interlanguage (Ipek, pg. 160). Because of various social and/or psychological reasons, the
learners make no effort to adopt target language. Also, I believe that lack of opportunity is the
biggest factor because they felt that target language is useless.
Normally, when the learner doesnt spend enough time interacting with other people who spoke
target language, the learner will acquire target language at a slow rate.
Children and adults acquire second language at a different rate, different way of acquiring. In
1969, Thomas Scovel argues that there is a relationship between lateralization and second
language acquisition. Childrens brains before puberty are more flexible and can absorb first and
second language without any difficulties, but after puberty, it becomes difficult to acquire
language. Their brain loses its flexibility. (Ipek, pg. 159).

References:
Ipek. H. (2009). Comparing and Contrasting First and Second Language Acquisition:
Implications for Language Teachers. English Language Teaching, 2 (2), 155-163.