1.) Past participle (-ing) going” “I 2.) Plural (–s) “Shops” 3.) possessive (-'s) bag” “Mummy’s 4.) Articles ('the','a') the bottle, mummy” “Get 5.) past tense (–ed) smacked my brother” “I 6.) third person singular verb ending (-s) sings to me” “She 7.) auxiliary (will, be, do, have, is) is snowing outside” “It Cruttenden (1979) Another by divided the acquisition of inflections into three further stages Inconsistent stage Children may memorise words on an individual basis and have no (first stage) regard for general principles on rules. This means they may at first produce the correct plural form of (feet) because they learnt ‘foot’ the word but not the grammatical adaptation Consistent usage They show awareness of the general principles governing inflections but misapplied at and as a result may apply regular endings to words that require times (second regular inflections. For example, they observe that plural nouns stage) usually end in so they use Similarly, they observe that past –s, ‘foots’. tense forms usually end in so instead of they say –ed, ‘ran’ ‘runned’. This is an overgeneralisation! Consistent usage Correct inflections are used, including irregular forms mouse/mice – (third stage) Asking questions Research suggests this happens in 3 stages too Relying on intonation in the two word stage. E.g. Daddy home? (rising tone) During their second year, children will acquire question words such as and ‘what’ resulting in questions such as daddy gone?’. They can’t yet use ‘where’ ‘where auxiliaries such as has daddy gone?’ ‘where In their third year, children can use auxiliaries and learn to say, Joe here?’, ‘Is however, they can’t always use wh-words correctly yet and say things like Joe ‘Why isn’t here? Negatives This too, happens in 3 stages Words and are used in front of other expressions e.g. no want ‘no’ ‘not’
1.) Past participle (-ing) “I going” 2.) Plural (–s) “Shops” 3.) possessive (-'s) “Mummy’s bag” 4.) Articles ('the','a') “Get the bottle, mummy” 5.) past tense (–ed) “I smacked my brother” 6.) third person singular verb ending (-s) “She sings to me” 7.) auxiliary (will, be, do, have, is) “It is snowing outside” Another by Cruttenden (1979) divided the acquisition of inflections into three further stages Inconsistent stage (first stage) Children may memorise words on an individual basis and have no regard for general principles on rules. This means they may at first produce the correct plural form of ‘foot’ (feet) because they learnt the word but not the grammatical adaptation Consistent usage but misapplied at times (second stage) They show awareness of the general principles governing inflections and as a result may apply regular endings to words that require regular inflections. For example, they observe that plural nouns usually end in –s, so they use ‘foots’. Similarly, they observe that past tense forms usually end in –ed, so instead of ‘ran’ they say ‘runned’. This is an overgeneralisation! Consistent usage (third stage) Correct inflections are used, including irregular forms – mouse/mice Asking questions Research suggests this happens in 3 stages too Relying on intonation in the two word stage. E.g. Daddy home? (rising tone) During their second year, children will acquire question words such as ‘what’ and ‘where’ resulting in questions such as ‘where daddy gone?’. They can’t yet use auxiliaries such as ‘where has daddy gone?’ In their third year, children can use auxiliaries and learn to say, ‘Is Joe here?’, however, they can’t always use wh-words correctly yet and say things like ‘Why Joe isn’t here? Negatives This too, happens in 3 stages Words ‘no’ and ‘not’ are used in front of other expressions e.g. no want
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