Abstract
It seems that many young children may not comprehend the word-reference relationship even though they can produce the words accurately. Since it happens, the children may face the situation known as over-generalization, under-generalization, and no-generalization. This study aims to get an in-depth understanding of over-generalization, under-generalization, and no-generalization on a child’s language acquisition. The method of research was a case study. The subject of research was a two-year-old child. Data of research were collected from the result of participant observation and documentation of speech transcription. Data analysis of this research covered data reduction, data display, and conclusion drawing or verification. The result shows that (1) over-generalization, under-generalization, and no-generalization occur when the subject aged 26 to 30 months; (2) at aged 32 months, those errors are finally revealed since the subject can manage his cognitive development and conceptualize his semantic-reference relationship for particular properties; and (3) this also proves that environment has a massive role to support and stimulate a child in acquiring and producing his language
Highlights
It appears that the discussion of language acquisition becomes one of the interesting and debatable issues in psycholinguistics area
The research started in April 2018, since the subject aged 24 months
Considering that at this age the subject was on the holophrastic phase, so he was able to produce and comprehend his words, Akhmad Baihaqi / JELS 5 (2)(2020) 106-116 phrases, or clauses
Summary
It appears that the discussion of language acquisition becomes one of the interesting and debatable issues in psycholinguistics area. Language acquisition, as it is known, involves under several circumstances: how the organ of speech receives the stimuli, how the brain and cognitive development process and to comprehend those stimuli, and how physical movement reacts to the stimuli. The external factors, on the contrary, are classified into the physical environment, social environment, physical resources, and economic resources (Mukalel, 2003). These views result to which called the universality and personality principles in language acquisition
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