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<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><SPAN lang=EN-US style="mso-ansi-language: EN-US"><FONT size=3><FONT face="Times New Roman">Dear Info-childes, <?xml:namespace prefix = o ns = "urn:schemas-microsoft-com:office:office" /><o:p></o:p></FONT></FONT></SPAN></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><SPAN lang=EN-US style="mso-ansi-language: EN-US"><FONT size=3><FONT face="Times New Roman">Here are some of the replies I got in relation to my e-mail ‘verb inflections and 2 years old’. <o:p></o:p></FONT></FONT></SPAN></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><SPAN lang=EN-US style="mso-ansi-language: EN-US"><FONT size=3><FONT face="Times New Roman">Let me add to that the method I’m using. I present the child with a pair of pictures. Since I’m testing comprehension and production, my experiment includes two parts. In the first part, the comprehension part, I ask the child to pick up one of two pictures <SPAN style="mso-spacerun: yes"> </SPAN>that respond to the verb I’m producing. In the production part, I produce the verb inflected with the morpheme that reflects the first picture and then ask the child to produce the other one representing the second picture. Pictures are colorful and contain cartoon figures and animals. The child is told that he’ll get some colorful stickers and a nice gift if he participate in the game. I'm also using a three minutes video-clip and a story re-tell task.</FONT></FONT></SPAN></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><SPAN lang=EN-US style="mso-ansi-language: EN-US"><FONT size=3><FONT face="Times New Roman">Luck,<o:p></o:p></FONT></FONT></SPAN></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT size=3><FONT face="Times New Roman"><?xml:namespace prefix = st1 ns = "urn:schemas-microsoft-com:office:smarttags" /><st1:place w:st="on"><SPAN lang=EN-US style="mso-ansi-language: EN-US">Fatima</SPAN></st1:place><SPAN lang=EN-US style="mso-ansi-language: EN-US"><o:p></o:p></SPAN></FONT></FONT></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><SPAN lang=EN-US style="mso-ansi-language: EN-US"><o:p><FONT face="Times New Roman" size=3> </FONT></o:p></SPAN></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><SPAN style="FONT-SIZE: 9pt; COLOR: black; FONT-FAMILY: Verdana; mso-bidi-font-family: Tahoma">*I'd recommend using play where either the child plays the part of one of the characters and the researcher the other, or use puppets or dolls to play the parts. <o:p></o:p></SPAN></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><SPAN style="FONT-SIZE: 9pt; COLOR: black; FONT-FAMILY: Verdana; mso-bidi-font-family: Tahoma">Rachel<o:p></o:p></SPAN></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto"><FONT size=3><FONT face="Times New Roman"><SPAN lang=EN-US style="mso-ansi-language: EN-US">*</SPAN><SPAN style="COLOR: black">play with the child alone so he/she gets to know you. Also if he needs something, you will be the only adult he/she can turn to. Also, I think if you arrange to meet each child twice.You might be more successful the second time when they are doing something familiar. <o:p></o:p></SPAN></FONT></FONT></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto"><SPAN style="COLOR: black"><FONT size=3><FONT face="Times New Roman">E. Gelber<o:p></o:p></FONT></FONT></SPAN></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><TT><SPAN style="FONT-SIZE: 10pt; COLOR: black">*what seems to work best is using stickers as a reward for each </SPAN></TT><SPAN style="FONT-SIZE: 10pt; COLOR: black; FONT-FAMILY: 'Courier New'"><BR><TT>answer given! I make a picture of a tree with 20 stars in the branches and </TT><BR><TT>explain to the child that each star needs to be covered up with a sticker. Each </TT><BR><TT>time they respond to an item they get a sticker to put in the tree - it's </TT><BR><TT>simple but it really works wonders and it makes the whole thing a lot more fun. </TT><BR><TT>Danielle<o:p></o:p></TT></SPAN></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><TT><SPAN style="FONT-SIZE: 10pt; COLOR: black"><o:p> </o:p></SPAN></TT></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><TT><SPAN style="FONT-SIZE: 10pt; COLOR: black">*From my experience the best way to "break the ice" with children of that age is play interaction. For example we use little animals and let them go on a ride with a train. Or you build a slide and then various figures can go down the slide - that's fun for them, or hide something and then search for it… you still need clearcut repetitive procedures, where it is easy for the child to figure out what's going on and to engage. Book-reading is also a good trigger but not all children are so eager on it - I think it depends much on what they do normally at home with their care-giver. </SPAN></TT><SPAN style="FONT-SIZE: 10pt; COLOR: black; FONT-FAMILY: 'Courier New'"><BR><TT>Gerlind</TT></SPAN><SPAN lang=EN-US style="mso-ansi-language: EN-US"><o:p></o:p></SPAN></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><SPAN lang=EN-US style="mso-ansi-language: EN-US"><o:p><FONT face="Times New Roman" size=3> </FONT></o:p></SPAN></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto"><SPAN lang=EN-US style="mso-ansi-language: EN-US"><FONT face="Times New Roman" size=3>*</FONT></SPAN><SPAN style="FONT-SIZE: 10pt; COLOR: navy; FONT-FAMILY: Arial">Repetition studies can make it much easier for children to talk, but are still sensitive to knowledge of case marking, verb morphology etc….<o:p></o:p></SPAN></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto"><SPAN style="FONT-SIZE: 10pt; COLOR: navy; FONT-FAMILY: Arial">If you still want to get them to PRODUCE (i.e., not imitate) language, all I can suggest is try to make the task as enjoyable as possible. If the children need to speak to get something that they want (e.g., a sticker, or to perform a really fun activity) then they are more likely to do so. We’ve also used a “talking” toy dog, which seemed to help get the kids talking</SPAN><SPAN style="COLOR: black"><o:p></o:p></SPAN></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto"><SPAN style="FONT-SIZE: 10pt; COLOR: navy; FONT-FAMILY: Arial">Ben</SPAN><SPAN style="COLOR: black"><o:p></o:p></SPAN></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto"><SPAN style="FONT-SIZE: 10pt; COLOR: navy; FONT-FAMILY: Arial"> </SPAN><FONT size=3><FONT face="Times New Roman"><SPAN style="COLOR: black">*</SPAN><SPAN lang=EN-US style="COLOR: black; mso-ansi-language: EN-US">Two ideas might be (1) sibling/peer play, (2) having the parent record when the child tends to be more talkative--</SPAN><SPAN style="COLOR: black"><o:p></o:p></SPAN></FONT></FONT></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt 0.5in; TEXT-INDENT: -0.25in; tab-stops: list .5in; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto; mso-list: l0 level1 lfo1"><SPAN style="FONT-SIZE: 8.5pt; COLOR: black; FONT-FAMILY: Tahoma; mso-fareast-font-family: Tahoma"><SPAN style="mso-list: Ignore">1.<SPAN style="FONT: 7pt 'Times New Roman'"> </SPAN></SPAN></SPAN><SPAN dir=ltr><SPAN lang=EN-US style="FONT-SIZE: 8.5pt; COLOR: black; FONT-FAMILY: Tahoma; mso-ansi-language: EN-US">In my data, I discovered that the most variety and quantity of speech occurred when the children interacted with peers/siblings during negotiated play. The older sibling tended to scaffold the younger two-year old and the amount/content was richer than with an adult who tended to “direct” the play/book reading more. If you do not have any siblings/cousins, I think peers
would also work well.</SPAN></SPAN><SPAN lang=EN-US style="FONT-SIZE: 8.5pt; COLOR: black; FONT-FAMILY: Tahoma"> </SPAN><SPAN style="FONT-SIZE: 8.5pt; COLOR: black; FONT-FAMILY: Tahoma"><o:p></o:p></SPAN></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt 0.5in; TEXT-INDENT: -0.25in; tab-stops: list .5in; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto; mso-list: l0 level1 lfo1"><SPAN style="FONT-SIZE: 8.5pt; COLOR: black; FONT-FAMILY: Tahoma; mso-fareast-font-family: Tahoma"><SPAN style="mso-list: Ignore">2.<SPAN style="FONT: 7pt 'Times New Roman'"> </SPAN></SPAN></SPAN><SPAN dir=ltr><SPAN lang=EN-US style="FONT-SIZE: 8.5pt; COLOR: black; FONT-FAMILY: Tahoma; mso-ansi-language: EN-US">The other times that the children in my data spoke the most were during familiar but relaxed daily activities. One two year old loved to talk during meals and the other one (who loved to eat) spoke in the car on the way to child-care. I suspect that during these times the children had both an opportunity to engage adults and none of the participants (either adult or
child) could leave the conversation easily. Perhaps, this gave the child more experience in these situations. You might ask the parents for suggestions about their child's talkativeness.</SPAN></SPAN><SPAN style="FONT-SIZE: 8.5pt; COLOR: black; FONT-FAMILY: Tahoma"><o:p></o:p></SPAN></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt 0.25in; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto"><SPAN lang=EN-US style="COLOR: black; mso-ansi-language: EN-US"><FONT face="Times New Roman" size=3>For the elicitation, maybe photos albums of recent events in their lives would work.</FONT></SPAN><SPAN lang=EN-US style="FONT-SIZE: 8.5pt; COLOR: black; FONT-FAMILY: Tahoma"> </SPAN><SPAN style="FONT-SIZE: 8.5pt; COLOR: black; FONT-FAMILY: Tahoma"><o:p></o:p></SPAN></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt 0.25in; mso-margin-top-alt: auto; mso-margin-bottom-alt: auto"><SPAN style="FONT-SIZE: 8.5pt; COLOR: black; FONT-FAMILY: Tahoma">Kristina <o:p></o:p></SPAN></P>
<P class=MsoNormal style="BACKGROUND: white; MARGIN: 0in 0in 0pt"><SPAN lang=EN-US style="mso-ansi-language: EN-US"><FONT face="Times New Roman" size=3>* </FONT></SPAN><SPAN style="FONT-SIZE: 10pt; COLOR: black; FONT-FAMILY: Arial">in order to elict first and second person inflections:</SPAN><SPAN style="FONT-SIZE: 8.5pt; COLOR: black; FONT-FAMILY: Tahoma"><o:p></o:p></SPAN></P>
<P class=MsoNormal style="BACKGROUND: white; MARGIN: 0in 0in 0pt"><SPAN style="FONT-SIZE: 8.5pt; COLOR: black; FONT-FAMILY: Tahoma"> <o:p></o:p></SPAN></P>
<P class=MsoNormal style="BACKGROUND: white; MARGIN: 0in 0in 0pt"><SPAN style="FONT-SIZE: 10pt; COLOR: black; FONT-FAMILY: Arial">1.. …the idea in this task is that the child or the one next to him is doing an activity, and this is what allows the elicitation of the 1st and 2nd persons, something which is impossible via a story, in which the person is hidden. </SPAN><SPAN style="FONT-SIZE: 8.5pt; COLOR: black; FONT-FAMILY: Tahoma"><o:p></o:p></SPAN></P>
<P class=MsoNormal style="BACKGROUND: white; MARGIN: 0in 0in 0pt"><SPAN style="FONT-SIZE: 8.5pt; COLOR: black; FONT-FAMILY: Tahoma"> <o:p></o:p></SPAN></P>
<P class=MsoNormal style="BACKGROUND: white; MARGIN: 0in 0in 0pt"><SPAN style="FONT-SIZE: 10pt; COLOR: black; FONT-FAMILY: Arial">2. Imitation task, which can actually be implemented on any tested issue.</SPAN><SPAN style="FONT-SIZE: 8.5pt; COLOR: black; FONT-FAMILY: Tahoma"><o:p></o:p></SPAN></P>
<P class=MsoNormal style="BACKGROUND: white; MARGIN: 0in 0in 0pt"><SPAN style="FONT-SIZE: 10pt; COLOR: black; FONT-FAMILY: Arial">we ask the child to repeat a sentence (containing 4-7 words),…. the most useful method is to use a variety of blocks (chapeles, Lego, etc.), and to tell the child that we give him a block after each repetition (and at the end he built something, so it's nice).</SPAN><SPAN style="FONT-SIZE: 8.5pt; COLOR: black; FONT-FAMILY: Tahoma"><o:p></o:p></SPAN></P>
<P class=MsoNormal style="BACKGROUND: white; MARGIN: 0in 0in 0pt"><SPAN style="FONT-SIZE: 10pt; COLOR: black; FONT-FAMILY: Arial">Efrat Harel and Anat Blass, </SPAN><SPAN style="FONT-SIZE: 8.5pt; COLOR: black; FONT-FAMILY: Tahoma"><o:p></o:p></SPAN></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><o:p><FONT face="Times New Roman" size=3> </FONT></o:p></P>
<P class=MsoNormal style="MARGIN: 0in 0in 0pt"><FONT face="Times New Roman" size=3>*</FONT><SPAN style="FONT-SIZE: 8.5pt; COLOR: black; FONT-FAMILY: Arial">using video clips of actions.<BR>We try to mainuplate aspect by asking different questions: <BR>What did he do?<BR>What is he doing?<BR>He'll do this again tomorrow. What will he do?<BR><BR>….if some of the affixes that you are after are agreement affixes, you should easily be able to structure a discourse that puppets that elicits particular combinations of person and number as subject or object.<BR>And similarly for case, video clips can manipulate who is doing what to whom.<BR><BR>Joe Stemberger<o:p></o:p></SPAN></P></DIV></DIV></div><br clear=all><hr>Don't just search. Find. <a href="http://g.msn.com/8HMAEN/2749??PS=47575" target="_top">MSN Search</a> Check out the new MSN Search!</html>