Language Development of a Child from Rwandan Context between 16 and 24 Months: Syntactic Aspect

Jacques Sabiti, Jean Paul Ngoboka, Patrick Ujwiga Anguru
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Abstract

This study explored the language developed by Gavin, a child raised by Kinyarwanda speaking caregivers, focusing on syntactic aspect. Data collection tools employed in this study are direct observation, recording and diary to maintain the study subject utterances. The study revealed that Gavin’s syntactic structure was limited to one word use from 16 months until 24 months; two or three words between 19 and 24months, multi-words at the age of 24 months, using different parts of speech with emphasis on those belonging to open class like nouns, verbs, adverbs and adjectives. He was able to construct subject–verb structure but unable to produce subject-verb-object structure. The findings recommend further research in the area to see if other children can develop the same language as the study subject. Studies should be extended to children over two years until school age to ensure the proper mastery of the mother tongue before introducing other languages like French or English as medium of instruction in nursery and primary education.
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卢旺达语境下16 - 24个月儿童的语言发展:句法方面
本研究探讨了加文的语言发展,他是一个由讲卢旺达语的照顾者抚养的孩子,重点是句法方面。本研究采用直接观察、录音、日记等方式收集资料,对研究对象的话语进行记录。研究显示,在16个月到24个月期间,加文的句法结构仅限于使用一个单词;19 - 24个月学会2 - 3个词,24个月学会多词,使用不同的词性,强调名词、动词、副词、形容词等属于开放类的词性。他能构造主谓结构,但不能构造主谓宾结构。研究结果建议在该领域进行进一步研究,看看其他孩子是否能发展出与研究对象相同的语言。在幼儿和小学教育中引入法语或英语等其他语言作为教学媒介之前,应将学习扩展到儿童两年以上,直到学龄,以确保他们适当掌握母语。
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