The Structure of Language
Of all the things we do, nothing seems as complex and as important as understanding and speaking a language. We must learn thousands of words and a limited number of rules of grammar to make sense of those words and communicate and share ideas.
Some people talk to themselves when they are thinking or solving a problem. Language is a system of communication that involves using rules to make and combine symbols in ways that produce meaningful words and sentences. Language permits us to communicate facts and ideas.
We can solve problems and make decisions every day largely because of what we learn from experience and from each other.
This learning is transitioned through language. Language consists of four rules or parts: phonemes, morphemes, syntax and semantics.
Phonemes and Morphemes
The smallest unit of sound in the human language such as consonants and vowels are phonemes.
Phonemes can be a single letter such a t, or a combination of letters such as sh. We can produce about 100 different recognizable sounds, but not all sounds are used in all languages.
A morpheme is the smallest unit of meaning. It is made up of one or more phonemes.
Morphemes can be a word, a letter (s), a prefix (un-in uncertain), or a suffix (ly in slowly).
Syntax and Semantics
A set of rules for combining words into meaningful phrases or sentences to express thoughts that can be understood by others is syntax. In English we follow grammatical rules, such as placing adjectives in front of nouns.
Understanding the meaning of words or phrases when they appear in certain sentences or contexts is semantics. The same word can have different meanings. Our knowledge of a words meaning depends partly on context. An example is bat - the man hit the ball with the bat.
Language Development
For many years a debate raged over how children learn language.
B.F. Skinner believed that children learned language as a result of operant conditioning. Critics state that children understand language before they speak-and before they receive any reinforcement. Some psychologists propose that children learn language through observation, exploration, and imitation.
Although Noam Chomsky believed that reinforcement and imitation do contribute to language development, he did not believe that all the complex rules of language could be learned that way. In 1957 Chomsky proposed that infants possess an innate capacity for language; that is, children inherit a mental program that enables them to learn grammar.
Four Stages of Language Development
If Chomsky is right, then we would expect that all children go through similar stages of language development, no matter what culture or language group they belong to. Children in fact, do go through four stages of language development.
1. Phonological development: The rules of structure and sequence of speech sounds
2. Semantic development: Consists of vocabulary and how concepts are expressed through words
3. Grammatical development: Syntax and Morphology. Syntax is the set of rules in which words are arranged into sentences. Morphology is the use of grammatical markers like tense, voice, etc.
4. Pragmatic development: Involves the rules for appropriate and effective communication
Hearing Loss
It is well recognized that hearing is critical to speech and language development, communication, and learning. Children with listening difficulties due to hearing loss or auditory processing problems continue to be an under-identified and underserved population.
The earlier hearing loss occurs in a child's life, the more serious the effects on the child's development. Similarly, the earlier the problem is identified and intervention begun, the less serious the ultimate impact.
There are four major ways in which hearing loss affects children.
1. It causes delay in the development of receptive and expressive communication skills (speech and language).
2. The language deficit causes learning problems that result in reduced academic achievement.
3. Communication difficulties often lead to social isolation and poor self-concept.
4. It may also have an impact on vocational choices.
Recent research indicates that children identified with a hearing loss who begin services early may be able to develop language (spoken and/or signed) on a par with their hearing peers.
If a hearing loss is detected in a child, early family-centered intervention is recommended to promote language (speech and/or signed depending on family choices) and cognitive development. An audiologist, as part of an interdisciplinary team of professionals, will evaluate the child and suggest the most appropriate audiologic intervention program.
To find an audiologist in your area, contact the American Speech-Language-Hearing Association (ASHA) or use the Find a Professional service on ASHA's Web site.
American Speech-Language-Hearing Association
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