Linguistic Reflection in Children with Different Language Acquisition Strategies (Based on the Study of Spontaneous Speech)

Abstract

This article presents the results of a case study of linguistic reflection among children with different language acquisition strategies based on the analysis of spontaneous speech recordings obtained from them. A distinction was made between linguistic reflection and metalinguistic activity. It was found that the ability to reflect on language develops gradually in children with different strategies of language acquisition. The important role of metalinguistic activity in speech ontogenesis, regardless of language acquisition strategies, was highlighted, as it was exhibited by all the participants. Furthermore, linguistic reflection proved to be group-specific: each group (boys/girls, referential/expressive children) showed unique patterns and trends. It was also revealed that children under the age of five and a half years are more likely to engage in linguistic reflection when they are referential rather than expressive. The same trend was observed in girls compared to boys.