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It is not uncommon for adolescents to have certain linguistic variation in their speech. Adolescence is a transitional period when children become adults and move away from their family identity to express themselves as individuals. During this period, age-segregated networks form, giving rise to age-graded variation.
Variation is a characteristic of language: there is more than one way of saying the same thing in a given language. Variation can exist in domains such as pronunciation (e.g., more than one way of pronouncing the same phoneme or the same word), lexicon (e.g., multiple words with the same meaning), grammar (e.g., different syntactic constructions expressing the same grammatical function), and ...
A language delay is a language disorder in which a child fails to develop language abilities at the usual age-appropriate period in their developmental timetable. It is most commonly seen in children ages two to seven years-old and can continue into adulthood.
A typical child should acquire many of the critical components of a language by age three. [18] Children who, when compared with peers their age, are not as competent in language in terms of language processing and speech production or areas related to communication, could possibly be displaying signs of global developmental delay.
According to the sensitive or critical period models, the age at which a child acquires the ability to use language is a predictor of how well he or she is ultimately able to use language. [90] However, there may be an age at which becoming a fluent and natural user of a language is no longer possible; Penfield and Roberts (1959) cap their ...
Of course, the reason why children need to learn the sound distinctions of their language is because then they also have to learn the meaning associated with those different sounds. Young children have a remarkable ability to learn meanings for the words they extract from the speech they are exposed to, i.e., to map meaning onto the sounds.
Research shows that children's capacities in the area of phonological memory are linked to vocabulary knowledge when children first begin school at age 4–5 years old. As memory capabilities tend to increase with age (between age 4 and adolescence), so does an individual's ability to learn more complex vocabulary.
Young children invariably learn to speak their second language with native-like pronunciation, whereas learners who start learning a language at an older age only rarely reach a native-like level. [5] The pronunciation seems to be anchored in the speaker from an early age and therefore difficult to change. [7]