Child Language Acquisition (Speech)
Mindmap of points to analyse for speech/reading transcripts by framework
- Created by: Sess
- Created on: 26-03-14 09:24
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- Points to analyse for speech/reading
- Grammar
- Ellision
- Syntactic structure
- Tense
- Past
- Present
- Future
- Negatives
- Correct use needs syntactic awareness.
- Ursula Bellugi, three stages of negative formation.
- Stage one: 'no' or 'not' at beginning of sentence e.g. no wear shoes
- Stage two: moves 'no/not' inside sentence e.g. I no want it
- Stage three: attaches negative to auxiliary verb and copla verb 'be' securely e.g. no. I don't want to go to nursery
- Sentence types
- Interrogatives
- Declaratives
- Exclamatories
- Imperatives
- Pronouns
- Ursula Bellugi, three stages (telegraphic stage)
- Stage one: Child uses own name e.g. 'Tony plays'
- Stage two: i/me pronouns are used in different places within a sentence
- Stage three:child uses i/me according to whether they are subject or object
- Ursula Bellugi, three stages (telegraphic stage)
- Determiners (acquired later in development, between telegraphic and post-telegraphic stages)
- Numerals e.g. one, two
- Articles e.g. a, the
- Possessives e.g. my
- Quantifiers e.g. some, many
- Demonstratives e.g. this
- Modifiers
- Intensifiers e.g. very
- Inflectional Morphology (to create tense, possessions or plurals)
- Deviational morphology (adding preffixes and suffixes to convert word classes)
- Virtuous Error
- Logical choices made by children that are grammatically wrong
- e.g. 'I runned vs I ran'
- Jean Berko, Wug test
- e.g. 'I runned vs I ran'
- Logical choices made by children that are grammatically wrong
- Lexis/Semantics
- Holophrases
- A single word expressing a whole idea
- E.g. 'Drink' for 'I want a drink'
- A single word expressing a whole idea
- Proto-words
- An invented word with a consistent meaning
- The child builds on this to communicate with a wider range of people besides caregiver
- An invented word with a consistent meaning
- First 50 words (Katherine Nelson)
- Naming (things/people)
- Actions/events
- Describing/ modifying things
- Personal/ social work
- Vocative Nouns
- a form (usually of a noun) used to address a person
- These can be diminutive
- E.g. Mummy
- These can be diminutive
- a form (usually of a noun) used to address a person
- Semantic fields
- Particularly occurs in imaginative play
- Are there any stereotypes present?
- Particularly occurs in imaginative play
- Over Extension
- Categorical
- The name for one member of a category is extended to all members in category
- e.g. 'Apple' for all round fruit
- The name for one member of a category is extended to all members in category
- Analogical
- One word is extended into other categories (based on physical or functional connection)
- e.g. Ball for round fruit
- One word is extended into other categories (based on physical or functional connection)
- Mis-match statements
- One word statements that appear quite abstract
- e.g. 'Duck' when looking at an empty pond
- One word statements that appear quite abstract
- Categorical
- Under Extension
- A word's meaning is reduced from its full range of meanings
- e.g. 'Fruit' for only apples
- A word's meaning is reduced from its full range of meanings
- Jean Aitchison's stages of linguistic development
- 1) Labelling
- Linking words to their referrers
- 2) Packaging
- Exploring labels and what they can apply to
- 3) Network building
- Making connections, understanding opposites and similarities
- 1) Labelling
- Holophrases
- Phonology
- Deletion
- Omittting the final consonant
- e.g. do(g)
- Omittting the final consonant
- Substitution
- One sound is substituted for another
- e.g. 'pip'for 'ship'
- One sound is substituted for another
- Addition
- Adding an extra vowel
- E.g. doggie
- Adding an extra vowel
- Assimilation
- Changing a consonant or vowel for another
- Early plosives can be exchanged
- e.g. 'd/b', 'gog' for 'dog'
- Early plosives can be exchanged
- Changing a consonant or vowel for another
- Reduplication
- Repeating a whole syllable
- e.g. mama or dada
- Repeating a whole syllable
- Deletion of unstressed syllables
- e.g nana for banana
- Jean Berko, 'Fis' Phenomenon
- Said that children recognise more syllables than they can pronounce
- Consonant Cluster Reductions
- Can be difficult to articulate, so are reduced for smaller units
- e.g. 'pider' for 'spider'
- Can be difficult to articulate, so are reduced for smaller units
- Types of sound
- Fricatives
- Voiced: b,g, d
- Unvoiced: p,h, k
- Plosives
- Voiced: v, z
- Unvoiced: f,s
- Affricatives
- Voiced: dz
- Unvoiced: tf
- Nasals
- Voiced: m,n,
- Laterals
- Voiced: l
- Approximants
- Voiced: w,r,j
- Fricatives
- Deletion
- Pragmatics
- Michael Halliday's Functions of Speech
- Instrumental
- Used to fulfill a need
- Regulatory
- Influences the behaviour of others
- Interactional
- Develop & maintain social relationships
- Personal
- To convey opinion
- Representational
- Conveys facts and information
- Imaginative
- To create an imaginary world
- Heuristic
- To learn about the environment
- Instrumental
- Dore's language functions
- Labelling
- Naming a person, object or thing
- Answering
- Responding to utterance another speaker
- Calling
- Greeting someone or something
- Protesting
- Objecting to requests from others
- Repeating
- Repeating an adult word or utterance
- Requesting action
- Asking for something to be done
- Greeting
- Greeting someone or something
- Practising
- Using language when no adult is present
- poop
- Labelling
- Egocentric Speech
- Speech used when the child is alone to classify experience of environment
- Coined by Piaget
- Speech used when the child is alone to classify experience of environment
- Politeness
- Positive Politeness
- Social inclusion and approval
- Negative Politeness
- When a speaker needs to be independant
- Face-saving phrases can be used to make the receiver feel good
- Positive Politeness
- Halliday and Dore draw on Piaget's ideas
- Michael Halliday's Functions of Speech
- Grammar
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