Research Paper Child Talk
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Transcript of Research Paper Child Talk
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1Running Head: Child Talk
Child TalkJanuary 23, 2010
Submitted to:
Anita Jueco- Rosal, D.A.L.T.
Submitted by:
Angelo Ofianga Tubac
Profile of the Child
Name: Biosano, Michael Angelo G.
Birthday: June 05, 2007
Age: 2 years old and 6 months
Place of Birth: Tagbilaran City
Parents: Bilinguals (Cebuano-Bisaya, Tagalog)
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2Running Head: Child Talk
Grandparents: Bilinguals (Cebuano-Bisaya, Tagalog)
Aunt and uncle: Bilinguals (Cebuano-Bisaya, Tagalog)
A. Methodology
The researcher conducted an observation and interview for a month, the first visit
was on November 29, 2009. The child never talked, he seemed so conscious and often
cried before his father. The researcher was only able to casually talk to the parents that
day. The next visits were on December 5, 6, 12, 13, the child talked but he was not very
comfortable with the researcher. The researcher only elicited minimal responses from
the child because more often the child preferred to be cradled by his father. With that,
the researcher decided to change his strategies, he gave candies, chocolates, and fruits
just to let the child feel comfortable. The last visit was on December 23, the data for the
research is almost completed, the child became more casual in talking, but since there
is an on going videoke singing inside the house, the researcher decided to conduct a
final interview to the mother.
The instruments used in gathering the data were personal observation and oral
interview with the individuals who have immediate contact with the child. It was find out
that the the child talked more when his father gave him a bottle of Coke, when his
grandparents let him watched Wowowee, or when his aunt and uncle showed him his
guns, trucks, and cell phone dummy.
B. Phonological Development
Inventory of the
Consonant Sounds
Corresponding
Words/ Sample Words
Source /
Facilitators
Occasions
1. /m/ Mama
embep (corned
father
aunt
feeding
playing
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3Running Head: Child Talk
beef)
empen (airplane)
empe (coffee)
anggam (bubble
gum)
broom-broom
(motorcycle)
nammmm (lami)
aykem (ice cream)
grandma watching
TV
roaming
around the
street
1. /b/ Broom-broom
(motorcycle)
Embep (corned
beef)
father feeding
roaming
watching
TV
1. /n/ Ingkit (bite)
Inting (gamay)
Nano (foreigner, he
labeled them
Amerikano)
Intay (talisay tree)
Intok (itlog)
father
mother
feeding
watching
TV
roaming
around the
street
1. /h/ hi grandmother when the
grandmothe
r arrives,
the
grandma
says hi first,
then the
child
imitates
1. /d/ Bad
God
hands
mother
grandmother
watching
TV
during
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4Running Head: Child Talk
prayer
1. /g/ Anggam (bubble
gum)
Sa utang (asa
ibutang)
Iga (siga)
father when the
child is ask
to do a task
when the
father
cooks
when
buying in
the sari-sari
store
1. /k/ Ingkit (bite)
Intok (egg)
neck
uncle
father
eating
when ask to
identify
parts of his
body
1. /t/ Prt (Sprite)
Ingkit
Elit (police,
chocolate) Atas (gatas)
two
father
mother
eating
drinking his
milk
roaming inthe
community
1. /p/ Papa
Prt (Sprite)
father Drinking a
soft drink
1. /r/ Broom-broom
(motorcycle)
father roaming in
the
community
1. /l/ Atol (katol) Father
uncle
when he
feels itchy
1. /s/ Apis (lapis)
Isyu (tissue)
mother during
weekend,
when he is
taught how
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5Running Head: Child Talk
to write
The above table shows that the 2 years and 6 months old child can already
produce some of the consonants which are expected to be produced by a child of his
age; it is also notable that the sample words indicated in the second column are in the
Cebuano-bisaya language, it is probably because the people surrounding the child are
talking to him in their native tongue due to their limited knowledge in the English
language.
Inventory of Vowel
Sounds
Corresponding
Words/ Sample Words
Source/ Facilitators Occasions
1. /a/
Papa
Anggam (bubble
gum)
Ampo (pray)
father
mother
praying
buying
1. /i/ It (pait)
Ingkit (bite)
Father eating
1. /I/ Intay (talisay)
Pig
Iga (siga)
Father
grandfather
roaming
cooking
1. /aU/ cow mother when the
child is
asked to
name the
cow
1. /U/ Ampo (pray)
Intok (itlog)
Atol (katol)
grandmother
father
when asked
to pray
watching
TV (lucky
me
advertisem
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6Running Head: Child Talk
ent)
The data shows that among the eleven American English vowels, the child in his
early age can produce four; it could also be attributed to the native tongues influence,
where the Cebuano-bisaya language has [a], [i], [u, and [U] only in most of its words.
C. Phonological Processes
Common Phonological Processes in Michael Angelos Speech
Process Examples
Initial Consonant Deletion /embep/ for corned beef
/iga/ for siga
/Ok/ for coke
/pret/ for sprite
/ako/ for dako
/ana/ for kana
/Empen/ for cellophane
/atol/ for katol
Reduplication /broom-broom/ for motorcycle
Based on the words produced by the child, only two processes were found by the
researcher these are initial consonant deletion and reduplication of the target word. It is
shown that reasonable numbers of initial consonants were not sounded by the child
while only a single word is reduplicated.
D. Analysis of the Words/ Lexicon
Comprehension Vocabulary
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Due to variety of reasons, the child spends most of his time with his father. Their
bonding is inseparable; wherever the father goes the child goes with him. If there is
someone who could best understand the child, it is his father. The child has many
gestures which the researcher and the other family members cannot comprehend;
surprisingly the father can decode it. It was also observed in the initiations that the child
responded more to his father than anybody else in the family.
At around 2 years and 6 months the child can already react to some questions
either orally or through physical responses, this further proves that his comprehension
skills are gradually developed.
Actual initiations and responses of the child
Comprehension Vocabularies Physical Response
1. Kaila ka niya? (the father pointing
his finger to a man outside)
The child shook his head.
1. Pila na man imung edad? The child counted his fingers, and
showed us his two fingers.
1. Asa man imung mama Michael? He looked at his aunt, and pointed his
finger to the kitchen.
1. Unsay imung name? He said, Michael
1. Kinsay imung uyab? He looked at his father and showed us
his tongue.
1. Bless lola He went to his grandma and kissed her
hand.
1. Kuhaa tong imung dulaan, kadtong
puwa bitaw. Ipakita ni kuya.
He went to his box, got the red truck
and showed it to me.1. Moinum kag tubig? He said, dili
1. Gigutom na ka? He looked at the researcher, and shook
his head.
1. Unsa man ni? (showing a bottle of
pepsi)
He said, ok for (coke)
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8Running Head: Child Talk
1. Kinsa ni? (his grandfather pointing
the picture)
He said, bata
1. Asa imung cellphone? He said, wala
1. Nikaon na ka? He shook his head.
1. Tudlua ang broom-broom ni papa. He did not reply.
1. Tawga si nanay. His eyes were searching for his aunt.
But he did not say a word.
1. (a picture is shown to the child) He smiled and said, aykem for ice
cream
1. Get your toy. He stared at the researcher but he
never responded.
1. Eat ka? (giving him an apple) He said, nammmmm for lami
1. Unsa ni? He said, intok for egg
1. (the child was given a paper and
pencil)
He accepted it and drew something on
the piece of paper.
1. Kamao ka moihap? He started to count his fingers but did
not produce a sound.
1. Unsay name sa imung papa? (the
aunt asked)
He softly said, papa
1. Kuhaa sa ang akong andyuhus
Michael. (said the grandfather)
He went to the table and gave the eye
glasses to his grandfather.
1. Molantaw ka ug Wowowee? He said, wowee
1. Tawga imung papa. He said, papa
1. Mokaon ka ug lolipap? He got the lollipop, nammmmm he
said.
1. The child watched wowowee. He smiled when the host shouted
congratulations
1. Kinsa ning naa sa picture? Softly he said, lola
1. Kinsa pud ning kauban ni lola? Softly he said, lolo
1. Unsa man ning pula nga lingin?
(pointing his aunts finger to a
bubble gum)
He said, anggam for bubble gum
1. Mangayo ka ug biscuit? (the He said, inting (gamay) then he cried
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9Running Head: Child Talk
neighbor gave him a bite size)
1. Kinsa man tong nilabay? He said, nano for amerikano/foreigner
1. Nag-unsa man to si Santino?
(referring to the TV ad showing
Santino praying)
Ampo, he said
1. (a TV advertisement was shown) He said, elit
1. Love ate. He hugged his 4- year old sister.
1. (A motorcycle passed by) He turned his head, broom-broom
1. Lingkod sa kaw. He sat on his little plastic chair.
1. Kiss amoy. He kissed the image of Our Lady of the
Assumption.
1. Unsa man ni? Amoy, he said.
1. Call ate. Lingling, the child called his sister.
The above table shows that even the child has a limited production vocabulary;
he was still able to comprehend and respond to the instructions given to him by his
parents, grandparents, aunt, and uncle.
The following table shows a list of the Childs production vocabulary.
Childs Production Vocabulary Meaning
Broom-broom motorcycle
ha Kanta
dot Juice
nammmmmm Lami
close Taklob sa rice cooker
liksor Rexona
atotetote Singing I have two hands
hooooof Kapoy
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awawaw Dog
wiswis Read
E.List of Context Bound and Referential Words
It was observed that the childs vocabulary is more on referential words that is
probably because his parents had taught him more on the names of the things
surrounding him. In contrast, only very minimal context- bound words were observed
like when a fried egg was served the child called it itnokbut when he saw a real egg, he
never call it itnok. Another case was when he played with his airplane toy, he called it
empen, but when he saw a real airplane passing by he did not call it empen rather he
was terrified and hugged his father.
The following are example of referential words with the childs implied meaning.
Referential Words Childs Implied Meaning
liksor Rexona
Broom-broom motorcycle
awawaw Dog
dot Juice Atol katol
embep corned beef
empen airplane
empe coffee
anggam bubble gum
F. Nelsons Five Major Categories
During the course of the study, the researcher was informed by the mother that
the child learned more on nominal-general words like calling all bottled drinks as coke
or sprite, and empe for all liquids in a cup or mug, according to the data, his vocabulary
is rich with words under this category. Second to the most produce words of the child is
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the nominal-specific words like unting (gunting) and empen (ballpen). While his
knowledge on action words are few, among them are ingkitand on (for kaon).It was also
observed that there are instances when he uttered words that are classified as modifiers
like amay titing(for gamay). The child also learned how to say tore (for sorry) which is
classified as personal-social words. The last to be observed is the functional words
which the child minimally used like kiniand ana (for kana).
Grammatical Category Number of Occurrences Examples
1. Nominal- specific 31 Unting (gunting)
Empen (cellophane)
1. Nominal-general 32
Cokes (all bottledsoft drinks)
Empe (all liquid in
mugs and cups)
1. Actions words 24 Ingkit
On (kaon)
1. Modifiers 5 Amay titing (gamay)
1. Personal social 7 Tore (sorry)
1. Functional 4
Ani (kini) ana (kana)
G. Tracking Language Development: Morphemes
When tallied, the childs language contains 103 utterances, 31 of them are
nominal specific, 32 nominal-general, 24 are action words, 5 are modifiers, 7 are
personal social, while 4 are functional words. All of the words are single free
morphemes because of that the M.L.U. is 1.0.
H. Hallidays Communicative Functions
During the first visit there were already occurrences of the different acts, like
when the child was not in the mood he had the tendency to regulate the attention of
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others and become instrumental to achieve his wants. Sometimes, the child shared his
knowledge (informative) to the individuals surrounding him like when he explicitly made
corrections to how his father called Dindong and the child said, Di dong-dong hoy, ani
ni. Nammm nammmnammm.
Below are sample behaviors of the child exhibiting Hallidays Communicative
Functions.
The Act Communicative Purpose Childs Behavior
Interacting Using Language to
maintain contact with
others.
The child said anta,
that is a sign that the
child wanted to
interact with his
mother.
Regulatory Using Language to control
the behavior of others.
The child insisted
that Adje na pud,
obviously he wanted
to control the
behavior and
responses of his
mother.
Personal Using Language to express
emotions or interests
The child said anta,
anta, anta asking
his mother to sing
with him.
Informative Using language to share his
knowledge with others.
When he explicitly
made corrections to
how his father called
Dindong and the
child said, Di dong-
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13Running Head: Child Talk
dong hoy, ani ni.
Nammm
nammmnammm.
Instrumental Using language to satisfyneeds and wants
The child says, Pa awngatol. His uttered this get
what he wants, he needed
a katol so that the
mosquitoes will not bite
him.
Transcriptions
Situation Number 1 (Michael Angelo with his mother)
Mother: Cge, Our father
Child: Anta
Mother: Sige kanta! Amahan namo
Child: Namo
Mother: Anaa ka
Child: Naa ka
Mother: sa mga langit
Child: Adaygon namo
Mother: Pagdaygon
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14Running Head: Child Talk
Child: Aydaygon
Mother: Ang imong ngalan
Child: Adje na pud
Mother: sige, ngadje na pud
Sa ngalan sa amahan
Child: Anta, anta, kanta
Mother: Sige kantana pud Birhen sa baranggay
Child: Blablabla-gay. Anta pa
Blablabla-gay. Ana ba
Mother: Amahan namo
Situation Number 2 (Michael Angelo with his Aunt, Uncle, Mother, and Father)
Aunt: Unsa na long?
Child: Atol. Atay na lamok. Ma iga atol
Mother: Ayaw hilabti, mapaso ka.
Child: Pa awng atol
Father: Daigon be
Child: Ana, iga na atol
Uncle: Unsa na?
Child: Ani
Father: Dingdong
Child: Di dong-dong hoy, ani ni. Nammm nammmnammm
Neighbor: Long?
Mother: Tawag ka ate
Child: ha, unta?
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15Running Head: Child Talk
Situation Number 3 (Michael Angelo with his mother)
Mother: Awat mama bi, my name
Child: mi nem
Mother: is
Child: it
Mother: Michael
Child: Emkel
Mother: Angelo
Child: gelo
Mother: Biosano
Child: Hano
Mother: I live in Doljo, Panglao, Bohol
Child: Lib in Dulo, Panaw, Buho
Mother: Im 2 years old
Child: En to ners od