Abstract
Abstract Two case studies have been done on the early language development of boys (without siblings), using a functional framework (Halliday, 1975; Painter, 1984). This paper will discuss the results of a case study of a second-born child, Alison, analyzed using the same methods as the above studies. The similarities and differences between the children will be examined. They all made a functional distinction between language for learning (“Mathetic”) and language for doing (“Pragmatic”), although the distinction was expressed differently in Alison’s case. Differences were also noted in Alison’s development of Transitivity and Mood. The relevance of environmental factors will also be discussed.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.