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THE RELATIONSHIP OF SPEECH PRODUCTION, SPEECH

COMPREHENTION AND THOUGHT

LECTURER : IRWANDI S.,S, M.pd

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Speech comprehension necessarily precedes speech production

The child must first be able to comprehend the meaning of the language before they themselves can produce it.

Children first need to exposed to be utterences with a clear connection before they can begin to say such utterances.The expose be related to objects, events, and situation in their physical environment and to subjective events in their mind such as pain, hunger, desire.

While we know of people who can comprehend speech without being able to produce it (the cases of Nolan, Rie, etc: above), the reverse situation doesn’t exist. This is necessarily so and could not be otherwise for two reasons:1) A learner must first hear speech sounds before the

person knows what sounds to make.2) A learner must hear the speech sounds in

coordination with the experience of objects situation, or events in the environment or the mind before the person can assign a meaning to the speech sounds.

THOUGHT AS THE BASIC OF SPEECH COMPREHENSIONThe contents of thought are provided by the child’s experience of the environment.The meaning of the word may be conveyed thought the descriptive use of the other wordsTo know the meaning of a sentence we have to connection with syntactic structures.

Parentese and baby talk1. Parentese A child could learn language simply by being exposed to

sentence,relevant environmental stimuli (objects, event, situation).

Is the sort of speech that children receive when they are young, the fact the child receives input from many sources (mother, father, siblings, relatives, friends, etc).

2. Characteristic of parentesea. Immediacy and concretenessb. Grammatically of inputc. Short sentences and simple structuresd. Exaggerated intonation, pitch, and stresse. Vocabulary simple and shortf. Older children too adapt their speech g. Father VS mother speech

Baby talkBaby talk is a form of parentese but with its own

characteristicsBaby talk adopts are those which have their basis in

the early speech of childrenBaby talk is something that parent learn from other

adults and involves standardized vocabulary

-- vocabulary-- syntax-- should baby talk be used?

The effect of parentese and baby talk in alanguage learning

Parentese may be effective but only for children who are very young

The effects of parentese have been found to depend as much on the child as on the parents, and on the interaction between the child and parents

Language input which is clearly related to environmental and mental experiences, and is appropriate for the child’s cognitive level

Imitation, Rule learning, and Correction1) What is Learned by Imitation By imitation it is mean that the child copies and repeats aloud

the words which he or she hears.Through imitation, children learn how to pronounce sounds and

words and they seem to enjoy imitating the sounds which they hear (Masur, 1995). But we must to know,”imitation can apply only to speech production and not to speech comprehension”.

Imitation is not involved in the construction of sentences.2) Productivity by Rule

Children commonly produce ungrammatical words like: ‘sheeps’,’mouses’, and ‘goes’, regarding the PLURAL, and ‘goed’, ‘comed’, ‘falled’, and ‘breaked’, regarding the PAST.

Similarly, why do children utter such ungrammatical sentence as:

‘No heavy’ and ‘No the sunshine’, regarding the Negative, and ‘When we can go?’ and ‘He is doing what?, regarding the

question. They cannot be imitating such speech because no one says

these things for the child to copy.

THE FREQUENT FUTILITY OF CORRECTION

cases where parents ‘ corrections’ are relatively rare with respect, it is reasonable to conclude that correction does not play an important role in grammar learning. So,to improve the child must:

1. Note the difference between the child own utterance and that of the parent

2. Determine what the nature of the error 3. Figure out a way to permanently change his or her

grammar or strategies so that it yield the parent’s utterence in the future.

LEARNING ABSTRACT WORDSChildren acquiring the meaning of word begin with the concrete and go on to the abstract.

Physical objects ( mama, cat, ball, etc)direct activities ( run, jump, play, give) relations and statives ( on, sitting) mental experiences and relations ( hungry, hurt, happy,

want) complex abstract ideas ( “I” (speaker), “ you” (listener),

truth, honest, guess,etc)

How children learning abstract word1. Children make a simple association speech sound what

people say on the basis of what happens in the environment, the mind and related to the object or feeling and then children can make inferences. 

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e.g :how to learn “hungry”children-feel hungry-will be cry-mother guess the child

is hungry-mother say “are you hungry?”- children may guess that ‘hungry’ refer to what she or he is feeling-child get the meaning of hungry.

Braine (1976) found that the child’s first use of a word was restricted to specific circumstance.

e.g: child use ‘hurt’ only when referring to his or her own pain( hurt knee) and later expand the concept to pain felt by other ( hurt cat).

2. Use of methapor to comprehend abstract conceptThe lakoff and Johnson( 1980) book, methapors we live

by, is very sugeestive as to how children could learn abstract meaning by hearing metaphorical usages. 

e.g: i’m glad you saw the light

Memory and logic in language learning MemoryUnderlying all of the remarkable accomplishment of

the child in language is one crucially important psychological factor, that of memory.

The child utilize a phenomenal memory capacity to identify the words of the language, devising rules for their use, and relating speech to the environment and mind,

The children also store in memory a multitude of ordinary phrases and sentences, which can serve them for analysis later.

LogicIn learning language, the child must be both induction and

deduction in the analysis of words and sentences and the formulation of grammar and strategies:

a. Children use inductive logicEvent in the early grammatical phase of learning basic

morpheme, children must use an inductive analysis.b. Young children use deductive logicPiagetian theorist:The deductive logic develops after the age of 6 years old.Intelligence has its basis in the child performing actions

with respect to objectsin the world.The 1 – and 2 – years olds child is quite an intellectual

marvel whose thinking powers should not be underestimated