1. Negation Formation
In learning to produce these negations, the child must learn a number of different things. That consider through some ways.
a. Features of negation
Before presenting some of the acquisition data concerning negation, it may be useful to review some of the features of the negation process.
- Where to insert the negative marker
If the verb is “be” form, then the negation is placed after the copula “be” form.
(Kim is NEG happy. Becomes Kim is NOT happy). But if the verb is nit “be”, then not is placed before the verb. (Kim is not want some candy)
- When and where to insert auxiliary “do”
Insert ‘’do’’ when the verb is one other than be. Do is inserted if there is a modal or auxiliary (be, have).
- When auxiliary “do” is used.
The tense from the verb us shifted to the auxiliary “do”.(gramatical or ungramatical)
Kim do not want + PAST..... becomes Kim did not want.....
- Lexical concordances
Kim did not want some candy. (some=wrong)
Kim did not want any candy. (any=true)
- Optionally
Auxiliary + Negation (did + not)can be contracted “didn’t”
The period of negation
Negation is the one of the earliest sentences structure rules acquired by children. According to the classic research of Klima and Beligi (1966) and other who later replicated their work, there is a consistent pattern in this with negation being acquired in three main periods.
1. Period 1
In this period negative marker, NO is placed at the front of the form.
For example : no play that, not a teddy bear,etc.
2. Period 2
In this second period, the negative marker tends to appear internally within the utterance rather than outside it as in the previous period.
For example : I don’t want it, we can’t talk.
3. Period 3
This period before perfect negative are formed, the copula ‘be’ and the modal ‘will’ appear with negation and imperative negatives are form with ‘do’ rather than the simple negative.
After this periods, it is only a matter of months before most of the problem in negative marking are succesfuly dealt with, although children may make occasional mistakes for years after.
With regard to proggress through the periods of negation. Klima and Bellugi found that the three children in their study all took about six months to pass all three periods.
2. Question Formation
The learning of questions form also demonstrate a complex abstract task which young children can solve.
a. Yes-No Questions
Yes-No question involves the same syntactic considerations as in the formation of negative.
For example:
- Jhon is a very tall boy. Is Jhon a very tall boy?
- Bobby can go the store. Can bobby go the store?
b. WH questions
The WH question is so-called because of the similarity of the initial sound of the various questions words. (who,what,where, when,why,how).
For example:
- The girl jumps on the table. Who jump on the table?
- The monkey will be on the table. Where will the monkey be?
3. Passive Formation
Children begin to use more complex forms such as the passive much later in their language development, perhaps due to its relatively infrequent use by adult in speech to children.
- The boy pushed the truck.
- The truck pushed the boy.
However, sometime the passive form is semantically reversible when both the subject and the object can serve as agent. The children apply the strategy of interpreting the subject as the agent than using the full syntactic structure to gain proper comprehension.
In English though, even around the age of 5 certain verbs used with the passive still cause some comprehension problems foe children. Action verbs in passives are more easily understood.
4. Other Problems
a. Structures with two or more verbs
As may be expected, the aquisition of complex sentences, utterances containing two or more verb, occur much later than the forms discussed above and may not be complete until the ages of 11.
b. Verbs problem
When children use Minimal Distance Principle, they sometimes apply it incorrectly depending on the verb in the main clause.
For example Jhon told Bill to shovel the driveway. It is clear to children that Bill will do the shoveling.
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