THE VERBAL INPUT IMPACT OF WORKING-CLASS VS. MIDDLE-CLASS MOTHERS ON THE LANGUAGE ACQUISITION OF IRANIAN CHILDREN

The present paper investigates the impact of verbal input provided by working-vs. middle-class mothers on the language acquisition of their Iranian kindergarten children. It was conducted with twenty children selected from either the Kish Language institute or the Hafez kindergarten, in Shiraz, Iran. In order to select those twenty subjects, an interview was carried out about the education, personality, income, family background, career etc. After that, the subjects were divided into two groups of middle-class and working class. Next, recording the conversations between mothers and children started. Then, for the ease of calculation, we divided all the verbal inputs into six basic categories (A-control, B-negative response, C-response to speech, D-positive response, E-guiding and F-bad emotion.). And finally a t-test was conducted to find out the significant difference between different social class mothers' inputs and Pearson correlation coefficients for the purpose of examining the significant relationship between mothers' input and children's output. Regarding the former, it was found that in the category E (guiding), there was a significant difference between different social class mothers' input. And regarding the latter, in categories A-control, C-response to speech and D-positive response a high correlation was found.