Read on to see a list ordered by frequency.
rank | % of speech | word |
1 | 3.96 | the |
2 | 6.91 | I |
3 | 9.50 | you |
4 | 12.02 | and |
5 | 14.47 | it |
6 | 16.34 | a |
7 | 18.10 | 's |
8 | 19.60 | to |
9 | 21.05 | of |
10 | 22.48 | that |
11 | 23.70 | n't |
12 | 24.86 | in |
13 | 25.90 | we |
14 | 26.92 | is |
15 | 27.88 | do |
16 | 28.81 | they |
17 | 29.62 | was |
18 | 30.37 | have |
19 | 31.10 | what |
20 | 31.83 | he |
21 | 32.55 | that |
22 | 33.25 | to |
23 | 33.89 | but |
24 | 34.51 | for |
25 | 35.09 | be |
26 | 35.65 | on |
27 | 36.22 | this |
28 | 36.77 | know |
29 | 37.30 | well |
30 | 37.81 | so |
31 | 38.31 | oh |
32 | 38.82 | got |
33 | 39.29 | 've |
34 | 39.76 | not |
35 | 40.23 | are |
36 | 40.68 | if |
37 | 41.13 | with |
38 | 41.56 | no |
39 | 41.99 | 're |
40 | 42.40 | she |
41 | 42.81 | at |
42 | 43.22 | there |
43 | 43.62 | think |
44 | 44.00 | yes |
45 | 44.39 | just |
46 | 44.75 | all |
47 | 45.11 | can |
48 | 45.46 | then |
49 | 45.80 | get |
50 | 46.14 | did |
51 | 46.47 | or |
52 | 46.80 | would |
53 | 47.12 | them |
54 | 47.42 | 'll |
55 | 47.73 | one |
56 | 48.01 | there |
57 | 48.30 | up |
58 | 48.59 | go |
59 | 48.88 | now |
60 | 49.16 | your |
61 | 49.45 | had |
62 | 49.72 | were |
63 | 50.00 | about |
This is amazing. My image of teaching language to early learners involves flash cards, labelled objects, etc, which suggests the teaching of language focuses mainly on building a vocabulary of nouns. But the connecting words, the more complex stuff about relationships among objects and actions seem to develop by osmosis. Ross.
ReplyDeleteThat's more or less how adults go about learning second languages, but below about 7 years old, it's possible to do the whole thing by 'osmosis'. Interestingly, the vocabulary really begins to expand at the point when toddlers start coming to grips with the grammatical bits. It looks like one bootstraps the other.
ReplyDelete