CHAPTER ONE

INTRODUCTION

Pinker (1991) stated that, traditionally words are seen as basic building blocks of

language learning and processing. Recent years however, have seen increasing theoretical

emphasis on, and empirical evidence for multi-word sequences, like words, are integral building

blocks of language. According to Culicover & Jackendoff (2005), this issue; Goldberg, this idea

is found in linguistic approaches that emphasize the role of constructions in language is

advocate in single - system models of language which posit that all all-linguistic material-

whether it is words or larger sequences – is processed by the same cognitive mechanisms

Bybee, 1998; Christiansen & Chater 2016, Elman 2009. Bannard and Lieven,2012; Theakson

& Lieven this issue; Tomaselo, 2003; Peters, 1983) stated that speakers are predicted to be

sensitive to the properties both words and multi-words patterns.

From a developmental perspective, multi-word sequences are flagged as important building

blocks for language learning in usage based approaches – where grammatical knowledge is

learned by abstracting over stored exemplars varying sizes and levels of abstraction. In these

approaches, such children with lexically specific chunks to be used in early production and allow

them to discover distributional and structural relations that hold between words (Abbot – Smith&

Tomaselo ( 2006). Children are predicted to make use of both words and MWU’s (Multi-words

Unit) in the learning process.

Jolsvai, Mc Cauley stated that consistent with this perspective, there is mounting evidence

that both children and adults are sensitive to distributional properties of MWU’s and draw on

such information in production, comprehension and learning. Speaker are faster to recognize

frequency four-word phrases even when all part frequencies are controlled for (e.g., don’t have

to worry vs. don’t have to wait) Arnon & Snider 2010; Tremblay et al., 2012. Strikingly, three-

word phrases are responded to just as fast as frequency-matched three-word idioms. Speakers
show better memoryfor higher frequency phrases are able to estimate frequency Shaoul,

Westbury & Baayen (2013); and are affected by MWU frequency when processing complex

sentences Reali & Christiansen, (2007). Ellis et al., (2008) Janssen & Barber,(2012) stated that

similar patterns are found in production: speech onset latencies are affected by MWU

frequency,as is actual articulation Bybee & Schiebmann, (1999); Arnon & Cohen Priva, (2013).

This sensitivity apparent early on: two- and three-year olds are faster and more accurate in

producing higher frequency phrases (e.g., sit inyour chair vs. sit in your truck, Bannard &

Matthews, 2008) while four-year olds show better production of irregular plurals inside more

frequent frames ( Brush your -- teeth, Arnon &Clark, 2011). Taken together, this body of

literature highlights the parallels between words and larger phrases, illustrates the way MWUs

impact language use in both children and adults, and supports the notion that multiword

sequences are integral building blocks in language.

Wray, 2004; Schmitt, 2004 stated that the role of MWUs in language has also been

extensively studied in the context of second language (L2) learning. Actual language use is

highly formulaic and restricted, containing a considerable amount of multiword expressions:

word combinations that co-occur in predictable and restricted ways (like slightly different

compared to mildly different, see Bannard & Lieven, (2012); Wray (2002) this volume, for

reviews). According to De Cock et al., 1998 large-scale corpus studies show that a high

proportion (up to 50%) of the language produced by native speakers is formulaic in both written

and spoken forms , a pattern that is found across languages (see Conklin & Schmitt, 2012, for a

review). The ability to use formulaic language is a marker of native fluency and

aspects of language that L2 learners struggle with (Pawley &Syder 1983; De Cock et al., 1998)

and that distinguish them from first language (L1) learners (Wray, 2002).Wray1999, 2000, 2004

stated that Learning how to combine words in native-like ways is one of the biggest challenges

for L2 learners and even advanced learners produce fewer formulaic sequences than native
speakers in both spoken and written production (Paquot & Granger, 2012). Even when L2

learners use formulaic language they seem to do so in a non-native fashion: overusing a limited

set of expressions while under-using others (De Cock et al., 1998; Durant & Schmitt, 2009), and

not showing the same processing advantages as native speakers (Conklin & Schmitt, 2012). This

literature highlights the difficulty that L2 learners have with learning MWUs in a second

language and suggests they use them differently from native speakers.

Statement of the Problem

Being able to understand young children can be challenging because their language skills

have not fully developed. This is difficult, but what is more difficult is when a child has a delay

in language and speech development. This is frustrating for the speaker and for the listener to

understand what the speaker's needs and wants are. This makes learning difficult and if these

language problems are not eradicated many children go into special education because of their

inabilities to use their language skills correctly. "McCormack. McLeod, McAllister, and Harrison

(2010), found that both the young people and their significant others acknowledged the

importance of appropriately understanding and responding to communication needs in order to

create a positive QOL" . The children are aware that their speech impairments or disorders can

affect how they live their lives and the opportunities that they can lose it their speech issues go

unattended as well. The methods used to correct speech issues usually include working with a

speech pathologist and doing different exercises to help with the speech issues. Parents or

teachers are the first to take notice that the child needs to be tested for speech and language

delays. McCormack, et al. (2010) state, "The decision to seek and receive intervention for young

children with speech impairment typically is made by parents or teachers on behalf of the

children, as opposed to adults with communication impairment who make this decision of their

own accord" . These children are not necessarily aware they need help, but they are aware that
they speak differently and this can create issues with making friends and being able to

communicate needs successfully to people that are not close to them. Without help these children

can grow up without having the same opportunities as children with normal speaking patterns.

The earlier these problems are addressed the sooner therapy can begin and the more likely these

children will grow up having a regular life with normal prospects at school and at jobs.

General Objectives

This study will assess the importance of building blocks of language and determine its effect to a
child’s development.

1.Explain the structural components of Language

2.How do children learn to speak? Is there a distinguishable pattern acquisition of

grammar and vocabulary?

3. Determine the relationship of Building blocks of language to the a child’s development

Significance of the Study

The importance of the result of the study “Building Blocks of Language; Approaches to

Grammatical Constituency among children particularly toddlers and preschoolers learn language

through their parents. Parents are a child’s first educator. A child’s family and home environment

has a strong impact on his/her language and literacy development and educational achievement.

This impact is stronger during the child’s early years but continues throughout their school years.

Many background variables affect the impact of the family and home environment (such as

socio-economic status, level of parental education, family size, etc.) but parental attitudes and

behaviour, especially parents’ involvement in home learning activities, can be crucial to

children’s achievement and can overcome the influences of other factors.

Therefore, any policy aiming to improve literacy standards cannot be limited to formal

educational settings, where children spend only a small proportion of their time. On the contrary,
it needs to embrace the family as a whole and include parents as partners in their children’s

education from the very beginning of their children’s lives. It should aim to raise parents’

awareness of the difference they can make and set up systems that offer constant encouragement

and support according to individual requirements and needs.

Scope and Limitation of the study

This study will seek to determine how important the Building blocks of Language in

the development of child’s learning. Learning language and communication is a universal

experience for children across cultures. Children develop communication and language skills in

the context of their own culture and through meaningful relationships. Children spend the first

year of life building the foundation for language, as they absorb what they see and hear through

interactions with their caregivers and their environment. Children develop communication and

language skills in the context of their own culture and through meaningful relationships.

Children spend the first year of life building the foundation for language, as they absorb what

they see and hear through interactions with their caregivers and their environment.

This study will help parents to understand the building blocks of language and how it

affects the development of child’s language. To help them determine the structure of language

and how a child learn to speak.

 Conceptual Framework

The conceptual framework will be a guide for us on how toddlers and preschoolers

acquire the language. It is composed of the structure of language which are essential to the

development of child’s learning. With this framework we will learn more about the essentiality

of each building blocks of language.

Language is a foundation or building blocks of thinking. Language has three building

blocks. These three building blocks provide structure to produce language. To produce language,

one, must build words using phonemes and morphemes and then string those words into

sentences using the rules of grammar; syntax and semantics

The first building block is phoneme. They are the most basic unit of speech; an

individual sound. All languages use phonemes . English uses approximately forty. They can have

distinctive, features voiced or unvoiced components. Phonemes are so basic that they do not have

meaning until put together.

The second building block is morpheme. A morpheme is the smallest meaningful

unit of language, formed from a combination of phonemes. There are two types of morphemes.

Content morphemes hold the basic meaning of the word and function morphemes are prefixes

and suffixes. Function morpheme add little additional meaning to the word.

The final building block of language is grammar. Grammar rules of the language

that specify how phonemes, morphemes, words and phrases should be combined. Grammar also

governs how to use various classes of words and their inflections. Grammar is made up of syntax

and semantics. Syntax is the grammatical rules that specify in what order the words and phrases

should be arranged in a sentence to convey meaning. By the time one is able to read, his or her

syntactical sense is highly developed. This makes it sound like even sentences composed of unfit

words makes sense because it follows proper syntax. Syntax is different in every language. For
example, English speaking people say adjective before noun and many other languages say

adjective after noun. Semantics are the meaning or study of meaning derived from morphemes,

words and sentences. Semantics rely on a variety of factors as such word choice, context whether

the intent is literal or figurative. Pragmatics- is the acquisition of rules governing how language

is used in social purposes. Major Building Blocks include range of communicative functions,

acquiring conversational skills, becoming sensitive to extra-linguistic cues in communicative

interactions. The development of communication functions involves learning how to

communicate “ differently in different situations according to the circumstances and

communication goals of the participants (L. Bloom & Tinker, 2001)

Without these building blocks human of many languages would not be able to

communicate with each other. These rules and units of speech are important components to help

us express our thoughts feeling and personal experiences through language, one less building

blocks of thinking.

Definition of terms

Building Blocks of Language – is organized hierarchically, from phonemes to morphemes

to phrases and sentences that communicate meaning.

Phoneme is the most basic unit of speech; an individual sound.

Morpheme is the smallest meaningful unit of language, formed from a combination of

phonemes.

Grammar rules of the language that specify how phonemes, morphemes, words and
phrases.

should be combined.

Syntax is the grammatical rules that specify in what order the words and phrases

should be arranged in a sentence to convey meaning.

Semantics are the meaning or study of meaning derived from morphemes, words and
sentences.
 Multi-word unit or (MWU) is a lexical unit formed by two or more words to yield a new

concept, different from composition of the meaning of its elements.