Abstract
Parents pay a significant attention to the first words children utter. However, first words are not the actual beginning of communication. Much earlier, babies begin to communicate their feeling via making eye contact, pointing, crying, squealing, and other gestures. Furthermore, they perceive language earlier than making others understand them. The aim of this paper is to tackle the variations between the two sexes starting from the stages of language acquisition in normal children, the differences between the two genders in language vocalization within each stage. Next, the distinctions in acquiring a particular communicative competence and the causes behind this difference will be tackled. It has been found that femals show superiority in bubbling, uttering the first word, number of vocabularies, sentence complexity, and clarity of articulation; however, the difference is only one- or two-months exceedance and it disappears by the age of four. Moreover, some domains of superiority in grammar and spelling disappear in adolescence. It is also found that parents play a vital role in the accelerating language acquisition. Boys are more physically played with by the fathers, while girls are more talked to verbally by mothers. Psychological studies of language acquisition argue that girls’ brain develops certain aspects of language faster than the boys’ and vice versa, other aspects are more developed in boys than in girls. Finally, differences in the communicative competence are caused by the styles that children acquire from their parents and/or peer groups
Highlights
Cups for girls and blue items for boys even though the gender of new born babies cannot be identified if they are dressed identically
The process of adopting the qualities of a „proper girl is referred by social psychologists as the „acquisition of gender identity‟ (Coates, 1993)
The process by which children learn how to use a language in what fits a culture‟s norms of appropriateness with regard to feminine and masculine behaviour is called language socialization (Schieffeline & Ochs 1986), cited in Sheldon (1993, p.84)
Summary
According to Yule (2010), there are several studies of syntax development in children‟s speech. This study will only present the way children formulate interrogation and negations In developing these forms, children pass through three stages: the first starts from 18 months till 26 months, the second stage lasts between 22 and 30 months, and the third one between 24 and 40 months. At the first stage of forming questions, children attach a wh-word to the beginning of the expression or utter the expression with a rise intonation. B. Negations Stage one, in the formulation negative forms, involves adding no or not to the beginning of an utterance. A word, such as apple, might stand to a wide category of things referring to any round fruit They might call a gardener as plant man or they might coin new words such by saying bee-house instead of bee-hive (Gleason & Ratner, 2009)
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