THE CONTEXT OF CHILDREN'S EARLY LANGUAGE EXPERIENCE

Abstract

A theory of language acquisition is proposed in outline which derives from a view of language as primarily a code for the communication of meaning intentions. It is hypothesized that progress in acquiring the ability to communicate through language will depend to a considerable extent upon the contexts, both inter‐personal and situational, in which the child's early experience of language occurs. Data from a longitudinal study of the spontaneous verbal interaction of a small sample of children is presented in support of this hypothesis. Taking Mean Length of Utterance as an index of linguistic maturity, rate of development is examined in relation to the distribution over different contexts of the utterances produced by the children and of those addressed to them. Rate of development is also related to the sex, socio‐economic status and position in the family of the children concerned. Whilst no significant relationship is found between rate of development and the inter‐personal purposes of communication, highly significant relationships are found with the situational contexts of speech and with the child's position in the family: first‐born children are the most advanced; they also experience most conversation in contexts of activities shared with an adult. Reference is made to a larger‐scale study which will explore these relationships further.