Studies in Child Language Development
In enumerating his claims about the trajectory of children's language development, Halliday eschews the metaphor of "acquisition", in which language is considered a static product which the child takes on when sufficient exposure to natural language enables "parameter setting". By contrast, for Halliday what the child develops is a "meaning potential". Learning language is Learning how to mean, the name of his well-known early study of a child's language development.
Halliday (1975) identifies seven functions that language has for children in their early years. For Halliday, children are motivated to develop language because it serves certain purposes or functions for them. The first four functions help the child to satisfy physical, emotional and social needs. Halliday calls them instrumental, regulatory, interactional, and personal functions.
- Instrumental: This is when the child uses language to express their needs (e.g.'Want juice')
- Regulatory: This is where language is used to tell others what to do (e.g. 'Go away')
- Interactional: Here language is used to make contact with others and form relationships (e.g. 'Love you, mummy')
- Personal: This is the use of language to express feelings, opinions, and individual identity (e.g. 'Me good girl')
The next three functions are heuristic, imaginative, and representational, all helping the child to come to terms with his or her environment.
- Heuristic: This is when language is used to gain knowledge about the environment (e.g. 'What the tractor doing?')
- Imaginative: Here language is used to tell stories and jokes, and to create an imaginary environment.
- Representational: The use of language to convey facts and information.
According to Halliday, as the child moves into the mother tongue, these functions give way to the generalized "metafunctions" of language. In this process, in between the two levels of the simple protolanguage system (the "expression" and "content" pairing of the Saussure's sign), an additional level of content is inserted. Instead of one level of content, there are now two: lexicogrammar and semantics. The "expression" plane also now consists of two levels: phonetics and phonology.
Halliday's work represents a competing viewpoint to the formalist approach of Noam Chomsky. Halliday's concern is with "naturally occurring language in actual contexts of use" in a large typological range of languages whereas Chomsky is concerned only with the formal properties of languages such as English, which he thinks are indicative of the nature of what he calls Universal Grammar. While Chomsky's search for Universal Grammar could be considered an essentially platonic endeavor (i.e. concerned with idealized forms), Halliday's orientation to the study of natural language has been compared to Darwin's method.
Read more about this topic: Michael Halliday
Famous quotes containing the words studies in, studies, child, language and/or development:
“[B]y going to the College [William and Mary] I shall get a more universal Acquaintance, which may hereafter be serviceable to me; and I suppose I can pursue my Studies in the Greek and Latin as well there as here, and likewise learn something of the Mathematics.”
—Thomas Jefferson (1743–1826)
“These studies which stimulate the young, divert the old, are an ornament in prosperity and a refuge and comfort in adversity; they delight us at home, are no impediment in public life, keep us company at night, in our travels, and whenever we retire to the country.”
—Marcus Tullius Cicero (106–43 B.C.)
“We find that the child who does not yet have language at his command, the child under two and a half, will be able to cooperate with our education if we go easy on the “blocking” techniques, the outright prohibitions, the “no’s” and go heavy on “substitution” techniques, that is, the redirection or certain impulses and the offering of substitute satisfactions.”
—Selma H. Fraiberg (20th century)
“Nothing so fretful, so despicable as a Scribbler, see what I am, & what a parcel of Scoundrels I have brought about my ears, & what language I have been obliged to treat them with to deal with them in their own way;Mall this comes of Authorship.”
—George Gordon Noel Byron (1788–1824)
“I do seriously believe that if we can measure among the States the benefits resulting from the preservation of the Union, the rebellious States have the larger share. It destroyed an institution that was their destruction. It opened the way for a commercial life that, if they will only embrace it and face the light, means to them a development that shall rival the best attainments of the greatest of our States.”
—Benjamin Harrison (1833–1901)