Phonology is the construction of sounds that make up words in a language. Children just a few days old begin to build these sounds into words. Many 1-year-olds have used phonology to acquire about five words they can speak and understand. However, this can vary widely, from no words to 30 or more words.
The aspect of semantics in receptive learning involves a child's ability to link meaning to words and phrases. A child or anyone learning a new language must use semantics to select the proper meaning of words that are formed into sentences. Semantic receptive language development includes such milestones as an infant in its first three months starting to move his eyes toward sounds, a 6- to 9-month-old looking at some simple objects when the object's name is spoken and a 2 1/2- to 3-year-old showing the ability to repeat seven-syllable sentences. Each of these semantic skills, and countless others, show progress towards interpreting receptive language.
Each language has a complex grammatical structure all its own. Grammar must be comprehended and applied by the receptive language learner in order to progress in communication skills. All languages do share some characteristics, such as subjects and verbs being necessary for a complete sentence.
In order for a receptive language learner to succeed in the acquisition and expansion of communication, he must understand how language works in a given situation. Thus, he observes that conversations start with greetings, revolve around particular topics and can be sad, angry, controversial, tense and so on. Through observation, children learn to fit what they need to communicate with the intended target and the current situation.
Success in receptive language ability can be offset by a number of disorders. These range from substitution of one letter for another or mispronunciation of certain sound segments to more serious problems, such as defects in the mouth and throat or even autism. Conditions that inhibit receptive language acquisition can usually be treated, producing at least some results. A mixture of expressive and receptive disorders is also possible.