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Stage Two Three Four Five Age Range 27 TO 30 MONTHS 31 TO 34 MONTHS 35 TO 40 MONTHS 41 TO 46 MONTHS MLU 2.0 TO 2.5 MORPHEMES 2.5 TO 3.0 MORPHEMES 3.0 TO 3.75 MORPHEMES 3.75 TO 4.5 MORPHEMES Grammatical Morphemes • Brown's (1973) 14 specified grammatical morphemes emerge during the latter months of Stage One and throughout Stage Two. • As these morphemes develop, the child over-extends their uses, e.g., child childs; go - goed. • Continue to develop. • Still developing ... slowly but surely. • Nine of the fourteen specified morphemes are mastered by the close of Stage Five. • The remaining five morphemes (irregular past tense, contractible copula, noncontractable auxiliary, regular third person, and irregular third person) are mastered by 50 months. Pronouns • Enters Stage Two using I, it, this, and that. • Adds my, me, mine, and you. • More consistent in use of you, your, yours, she, he, we, this, that, these, and those. • More consistent in use of they, us, his,her, hers, and them. • More consistent in use of its, our, ours, him, their, theirs, myself, yourself. Verbs • Uses have and do as main verbs and as auxiliary verbs. • Produces semi-auxiliary forms: hafta, gonna, wanna. • Using the model verbs can, will, and do more consistently. • Using the verb to be as both copula and auxiliary, although there are mistakes in terms of person and number. • Using past tense of common modals: could, should, would. • Understands the superlative forms of common adjectives but does not understand comparative forms until he is about 60 months. Noun Phrases • Uses only determiners and adjectivals as modifiers. • Elaborates in the object position of sentences. • Uses a few quantifiers: two, some, a lot. • Elaborates in the subject and object positions of sentences. • Continues to elaborate by adding only one element in front of the noun. • Continues to elaborate by adding only one element in from of the noun. Verb Phrases •Uses present progressive forms of common verbs. • Elaborates by using modals and the auxiliary forms of to be. • Overextends the regular past tense form to irregular verbs, e.g., "He runned away." • Elaborates by including do in negative and question forms and by including modals such as could, would, might, and must. • Continues to over-extend the regular past tense form to irregular verbs. • Continues to have difficulty matching the number of subject and the verb. • Verb phrases become more adult-like as the child masters verb-related grammatical morphemes. Sentences • Understands that a sentence contains a noun phrase and verb phrase. • Produces negation by putting no or not at the beginning of a sentence. • Produces a yes/no question by adding a rising intonation to the end of a sentence. • Asks what, where, and why questions. •Produces the imperative function but not the imperative form. • Produces negation by putting no or not between the subject and predicate to create an adult-like form. Also uses contracted negative forms: can't, don't. • Questions include auxiliary verbs, and the elements are properly inverted, e.g., "She go bye-bye - "Can she go bye-bye?" • In addition to what, where, and why, he produces who and how questions, often properly inverted. • Produces the imperative form of sentences. • Adds the following contractions in his productions of negative sentences: didn't, doesn't, isn't, and aren't. • Using negative past tense forms of to be, e.g., weren't, wasn't. • Occasionally uses negative past tense modals, e.g., wouldn't, couldn't. • More consistent in creating questions by properly inverting words, e.g., "He is playing baseball." - "Is he playing baseball?" • Produces primitive tag questions, e.g., "I"m going now, OK?" • Embeds relative clauses into the object position of the sentences, e.g., "That's the plate that I broke." • Conjoins clauses, usually with and. Pragmatics • Continues to use language to request, to obtain information, and to respond. • Most exchanges are still limited to one or two turns per topic. • Learns that short pauses mean that exchanges will continue; long pauses • Conversational skills improve as a direct result of more sophisticated language. • Fewer nonverbal responses than in Stage One. • Sustains topic for one or two turns. • Attempts conversational repairs when the listener does not understand. • Primary strategy for maintaining a topic is repeating part or all of the utterance produced by his partner. •Continues to attempt conversational repairs, usually by using a different word even if it is not a more appropriate word. mean that responses are not forthcoming. • By the end of Stage Four, is able to sustain conversation for more than two turns. • Developing primitive presuppositional skills, i.e., understanding what the listener needs to know and providing appropriate information. • Beginning to make indirect requests, e.g., "Can you pick me up?" • Increases his use of indirect requests, although direct request are still far more common.