Multi-Word Stage in Child Language Development

Stages of Child Language Development: The Multi-Word Phase

The multi-word stage is a significant phase in child language development, typically commencing around the age of two years. This stage follows the earlier one-word and two-word stages and is characterized by the emergence of more complex sentence structures and a rapidly expanding vocabulary. Children begin to combine words into longer phrases and sentences, demonstrating an understanding of grammatical rules and syntax. The stage is informally divided into early and later periods, with the early multi-word stage spanning from approximately 24 to 30 months, and the later stage extending beyond 30 months as children's language skills continue to develop throughout their lives.

Transition from Telegraphic Speech to Early Multi-Word Utterances

The early multi-word stage represents a transition from telegraphic speech, where children's utterances are concise and lack grammatical markers, to more sophisticated language use. Children start to employ a broader array of morphemes and construct sentences that go beyond the simple subject-verb-object structure. Although this stage is often associated with telegraphic speech, the term is somewhat misleading as children are not intentionally omitting function words to be concise; rather, they are still learning the appropriate use of articles, prepositions, and auxiliary verbs. Pronunciation also improves during this period, with children articulating a wider range of vowel and consonant sounds more accurately, reflecting the ongoing development of their speech organs.

Advancements in Grammar During the Later Multi-Word Stage

In the later multi-word stage, children's language abilities approach those of a native speaker. They begin to consistently use function words and apply complex grammatical structures, including multiple clauses and various verb tenses. This stage involves mastering the use of determiners, prepositions, and verb inflections. Vocabulary growth is exponential, and children demonstrate a more sophisticated understanding of phonology, semantics, and syntax.

Mastery of Morphemes and Their Acquisition Order

Research by Roger Brown and others has shown that children acquire morphemes in a somewhat predictable order, typically between the ages of two and four. The sequence of morpheme acquisition is influenced by the complexity of the grammatical rules associated with each morpheme. Children are considered to have mastered a morpheme when they use it correctly in 90% of obligatory contexts. Notably, children often learn irregular past tense forms before regular ones, which can lead to overgeneralizations such as "goed" or "runned," reflecting their understanding of past tense formation despite the errors.

Development of Question and Negative Sentence Structures

As children's linguistic abilities advance, they develop the capacity to form questions and negative sentences. Initially, they may use intonation alone to signal a question, but over time they incorporate question words and auxiliary verbs to construct grammatically complete interrogative sentences. Similarly, the expression of negation evolves from the use of simple negators like 'no' and 'not' to more complex negative sentence structures that correctly employ auxiliary verbs and syntax for clearer communication.

The 'WUG' Test: Evidence of Rule-Based Language Learning

The 'WUG' test, devised by Jean Berko Gleason, provided evidence that children's language acquisition is not solely based on imitation but also involves the internalization of linguistic rules. In this test, children were able to apply pluralization rules to a novel, made-up word, indicating that they understand and can generalize morphological rules. Subsequent experiments with possessives, verb conjugations, and other grammatical structures have reinforced the conclusion that children learn language through rule-based mechanisms.

Resolving Articulation Errors in the Multi-Word Stage

While children's pronunciation continues to improve during the multi-word stage, they may still exhibit articulation errors due to the ongoing development of their speech organs. Common errors include the misarticulation of 'th' sounds and the substitution of liquid sounds with glides. These errors typically resolve naturally by the age of six or seven as children's articulatory mechanisms mature, resulting in clearer and more accurate speech.

Key Insights into the Multi-Word Stage of Language Development

The multi-word stage is a pivotal period in a child's linguistic growth, marked by significant advancements in grammar, vocabulary, and pronunciation. Children's ability to form complex sentences, ask questions, and express negation reflects their internalization of language rules, as demonstrated by research such as the 'WUG' test. Pronunciation errors present in the early part of this stage tend to resolve with the maturation of speech organs, leading to the proficient use of language that closely resembles that of adult native speakers.