THE UNIVERSITY OF YAOUNDE I

FACULTY OF ARTS, LETTERS AND SOCIAL SCIENCES

DEPARTMENT OF AFRICAN LANGUAGES AND LINGUISTICS
LEVEL 4

LAL 431: PSYCHOLINGUISTICS

THE ONE-WORD
PRESENTATION
UTTERANCE

MEMBERS OF GROUP 1
- ABENA NOUBANG DENYS FABIEN RYAN 20H733
- AMOMBO ELISABETH DIANE 20G960
- MBAH MIKELLE IBECK 20D851

WORK PLAN
INTRODUCTION
I- DEFINITION AND CHARACTERISTICS
II- FACTORS INFLUENCING ONE-WORD
UTTERANCE
III- ROLE OF ONE-WORD UTTERANCE
IN LANGUAGE ACQUISITION
CONCLUSION

LECTURER
PR. WAINKEM
 INTRODUCTION
Language acquisition is a remarkable process that begins with an infant's first
attempts at communication. One of the earliest stages in this journey is the
emergence of the one-word utterance. In this presentation, we will explore the
definition, significance, and developmental stages of the one-word utterance, as well
as the various factors influencing its development. We will also delve into the role
of the one-word utterance in language acquisition and its implications for both
researchers and practitioners. By the end of this presentation, we will show the
importance of understanding the one-word utterance in psycholinguistics research.

I- DEFINITION AND CHARACTERISTICS OF ONE-WORD

UTTERANCE
The one-word utterance refers to a stage in language development when a child
begins to communicate using single words to convey meaning. It is a significant
milestone that marks the transition from pre-linguistic vocalizations to the
emergence of words. Here are some characteristics of the one-word utterance:
- Single Word: As the name suggests, the one-word utterance consists of a single
word. Children at this stage typically produce short, standalone words that
represent objects, actions, or concepts.
- Contextual Meanings: One-word utterances are often context-bound, meaning
their meanings are understood based on the immediate situation or the child's
gestures accompanying the word. For example, a child saying "milk" while
pointing to a bottle implies a request for milk.
- Limited Vocabulary: During the one-word utterance stage, children exhibit a
limited vocabulary. They may only use a few words that are highly relevant to
their daily experiences and needs.
- Expressive desire: One-word utterances are typically used to express specific
intentions or desires. For instance, a child may say "juice" to indicate a desire for
a drink.
- Phonetic Simplification: Children may simplify the pronunciation of words
during this stage, often omitting certain sounds or using approximations. For
example, "dog" may be pronounced as "dah" or "da."
- Communication Functions: One-word utterances serve various communicative
functions such as requesting, labelling, protesting, or commenting. They allow
children to express their basic needs and engage in simple social interactions.
It is important to note that the one-word utterance stage is just one phase in the
complex process of language development. As children continue to acquire
language, they gradually move towards producing multi-word utterances and
developing more nuanced linguistic abilities.
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II- FACTORS INFLUENCING THE ONE-WORD UTTERANCE
Several factors can influence the development and production of one-word
utterances in children. Here are some key factors:
- Cognitive Development: Cognitive abilities play a crucial role in the emergence
of one-word utterances. As children develop cognitive skills, their understanding
of concepts and their ability to associate words with objects, actions, or events
improves.
- Vocabulary Exposure: The amount and quality of vocabulary exposure children
receive greatly affect their language development. A rich linguistic environment
where children are exposed to a variety of words and meaningful interactions
supports the emergence of one-word utterances.
- Social Interaction: Social interactions with caregivers, siblings, and peers play a
significant role in language development. Engaging in conversations, turn-taking,
and joint attention experiences contribute to the production of one-word
utterances as children learn to communicate their intentions and needs.
- Motor Skills: The development of fine motor skills, including mouth muscles
involved in speech production, influences the ability to produce clear and
understandable one-word utterances. As motor skills improve, children gain
more control over their articulatory movements.
- Communicative Need: The need to express desires, request objects, or comment
on their experiences motivates children to produce one-word utterances. When
they realize that using words can help them get what they want or convey their
messages effectively, they are more likely to produce one-word utterances.
- Language Input: The quality and characteristics of the language input received
by children influence their language development. Factors such as the complexity
of grammar, richness of vocabulary, and the clarity of speech models provided by
caregivers and the surrounding environment can impact the production of one-
word utterances.
These factors are interrelated and influence each other during language
development. Children vary in their rate and timing of reaching the one-word
utterance stage, depending on these influencing factors and individual differences.

III- THE ROLE OF ONE-WORD UTTERANCE IN LANGUAGE

ACQUISITION
One-word utterances play a significant role in the early stages of language acquisition
in children. Here are some key roles of one-word utterances:
- Communicative Intent: One-word utterances serve as a means for children to
communicate their basic needs, wants, and intentions. They use single words,
often accompanied by gestures and facial expressions, to convey simple
messages and make their desires known to others.

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 - Vocabulary Expansion: One-word utterances provide a foundation for
vocabulary development. Children start with simple, concrete words to label
objects, people, actions, and events in their environment. Through one-word
utterances, they gradually expand their vocabulary and begin to acquire new
words.
- Language Comprehension: Producing one-word utterances helps children
develop their understanding of language. As they hear and use single words in
context, they learn to associate words with their meanings and begin to
comprehend the rudimentary aspects of language structure.
- Cognitive Development: One-word utterances reflect cognitive growth in
children. The ability to produce and understand single words indicates that they
have developed certain cognitive skills, such as categorization, object
permanence, and symbolic representation.
- Language Production Skills: One-word utterances serve as building blocks for
more complex language production. Children initially rely on one-word
utterances as the foundation for developing grammar, sentence structures, and
eventually, multi-word utterances.
- Social Interaction: One-word utterances enable children to participate in social
interactions. By using single words to express their needs and desires, they
engage in basic communication with caregivers, siblings, and peers, fostering
social interaction and establishing the foundations of interpersonal
communication.
It's important to note that one-word utterances are just one step in the broader
process of language acquisition. As children continue to develop their language skills,
they progress to using two-word, three-word, and eventually more complex
sentences.

CONCLUSION
In conclusion, one-word utterances play a crucial role in language acquisition, particularly
in the early stages of a child's development. These single words serve as a means for
children to communicate their basic needs, expand their vocabulary, comprehend language,
develop cognitive skills, enhance language production abilities, engage in social interaction,
and provide insights into their language development progress. One-word utterances pave
the way for the acquisition of more complex language structures and serve as a foundation
for future language development. Understanding the significance of one-word utterances
helps caregivers and educators support and encourage children's language acquisition
journey.