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HELLO-BOOK
HELLO-BOOK
지문 전체 문장
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Speech serves the purpose of getting various kinds of help from others. Individual differences are evident in the rate of learning and in the learning of specific aspects of language. Within normal limits, some children are slower than others are. Without normal limits, some children are slower than others are. Although researchers have identified broad stages and patterns of language learning across children, a major characteristic of language acquisition is that children differ from each other. All skills improve as the child gains more experience in talking appropriately in varied social contexts. Many other pragmatic skills continue to be learned over the school years. The child who has not yet learned this pragmatic skill may shift the topic of conversation abruptly or interject unrelated comments. Extended dialogue requires not only turn taking but also topic maintenance, which is continued conversation on the same topic for socially acceptable durations. Two or more people involved in this sequence know when to say something and when to listen to what the partner is saying. Turn-taking implies that there is a time to talk and there is a time to listen. An aspect of dialogue is turn-taking, which is a conversational skill that develops over several years. Experts have studied the development of many complex pragmatic verbal behaviors, including dialogue or discourse. This is described as the regulatory function, although it is not very different from the instrumental function. Through speech, children come to control other people's behavior. This is called the instrumental function of language. There are many kinds of questions, and one kind is grammatically not a question at all but one that produces that effect when it accompanied by a certain change in intonation. The functions are roughly the same as purposes or intentions in the linguistic view, and they are nothing other than the effects of speech on others. The varied effects a child's speech produces on others are called functions of language in the pragmatic analysis of child language. Such smiles, gestures, and other non-verbal behaviors are among the early attempts at communication that have effects on the caregivers. Generally, social communication is intentional in the sense that it produces effects on others. In other words, the baby cries because such crying has resulted in attention from the caregivers. However, the same cry is described as intentional when it is done to get attention. In the beginning, the baby may not intentionally do something to affect a caregiver's behavior because the baby has not yet learned that such behavior does affect a caregiver's behavior. Intention, often thought of as a mental stage of the speaker, refers to the effects on others, and while intentions are unobservable, effects are observable. Initially, a baby's communication may be unintentional. The child also should learn to produce language to affect others in social situations. It is not enough for a child to learn words, phrases, grammatical features, and various forms of sentences. For example, you can change the affirmative sentence 'you are smart' into a question by saying it with a rising intonation. In the next stage of development, the child begins to insert the negative within a phrase or sentence. In the beginning, the child is more likely to add 'no' to other words.
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