Child language acquisition - speaking
- Created by: jfinty
- Created on: 13-03-15 12:07
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- CLA - Speaking
- Chomsky
- Inbuilt capacity to acquire language (LAD)
- Look for errors such as overexstention which cannot have been copied
- Nativist theory
- Inbuilt capacity to acquire language (LAD)
- Skinner
- Social interaction.
- Imitate and copy adults, conditioned by positive or negative reinforcement
- Look for imitation
- Imitate and copy adults, conditioned by positive or negative reinforcement
- Social interaction.
- Stages
- One word (holophrastic) 12-18 months
- Single words to take place of complex grammatical structures ('milk' means I want some milk please)
- Errors - over/under exstension
- First words
- Katherine Nelson
- Naming (60% nouns)
- Actions/ events
- Describing/ modifying
- Personal/social
- Katherine Nelson
- Two word 18-24 months
- Start to combine words (understanding of semantics is gained)
- Usually in a grammatically correct sequence (SV 'Jenny slept') (VO 'drink juice') (SC 'Daddy busy')
- Supprt for LAD comes from fact that a lot of two word phrases can't have been copied from adults ('more outside') ('i Ruuned')
- Telegraphic 24-36 months
- Three or more combined
- Subject and verb ( + object, complement, or adverbial)
- Missing gramatical elements
- Such as: articles (a), auxillaries (be), prepositions (on), conjuctions (because)
- Three or more combined
- Post-telegraphic 36+months
- More gramatically complex
- Less errors 'runned becomes ran'
- Acquire fucntion words, tenses and subordinating/coordinating conjuctions
- More gramatically complex
- One word (holophrastic) 12-18 months
- Phonology
- Pre-verbal
- 0-4 months Vegative
- 4-7 Cooing
- 8-12 Babbling
- Repeated patterns of constanants and vowels. Reduplicated monosyllables (mama)
- Phonemic expansion and contraction begins
- 8-12 Babbling
- Repeated patterns of constanants and vowels. Reduplicated monosyllables (mama)
- Phonemic expansion and contraction begins
- Number of different phonemes are increased (phonemic expression)
- Phonemic expansion and contraction begins
- Repeated patterns of constanants and vowels. Reduplicated monosyllables (mama)
- Number of different phonemes are increased (phonemic expression)
- 8-12 Babbling
- Phonemic expansion and contraction begins
- Repeated patterns of constanants and vowels. Reduplicated monosyllables (mama)
- 9-12 Proto words
- Not matching actual words but used consistently for the same meaning
- Phonemic contraction
- Retains sounds of its native language but discards one it knows aren't needed.
- Phonemic contraction
- Not matching actual words but used consistently for the same meaning
- Errors
- Deletion
- Substitution
- Addition
- Assimilation
- Reduplication
- Deletion of syllables
- Contanant cluster reductions
- Pre-verbal
- Halliday's functions
- 1. Representational
- How they feel, declarative
- I've got to show you
- How they feel, declarative
- 2. Regulatory
- Requesting
- Do as I tell you
- Requesting
- 3. Instrumental
- Needs/wants
- I want
- Needs/wants
- 4. Interactional
- Personal contact, speaking to other
- 5. Imaginative
- Imaginary language
- 6. Personal
- Feelings/personal preferences
- 7. Heuristic
- Explorative, seek information
- Tell me why
- Explorative, seek information
- 1. Representational
- Piaget
- Cognitive theory
- Learn language because it's necessary
- Understand meaning first else word won't be used
- E.g. use past tense when you know about time
- Look for abstract ideas in exam (love, time)
- E.g. use past tense when you know about time
- Understand meaning first else word won't be used
- The idea of comprehension before speech is supported by the fis phenomenon
- Berko and Brown
- Learn language because it's necessary
- Cognitive theory
- Network-building allows children to begin sorting words into categories
- Hyponymy= hierarchial strucutre between lexical terms
- Hypernym = A superordinate, more generic, can have specific terms under it
- Hyponym = A more specific word under a hypernym
- Parents often use these to encourage wider vocab
- Hyponymy= hierarchial strucutre between lexical terms
- Parents also use CDS (child-directed speech)
- Simple vocab, yes/no questions
- Presnt tense, recasts (rephrase childs utterance)
- Expansions (child's utterance into longer one)
- Inflection
- Brown
- 1. -ing
- 2. Plural 's'
- 3. Possessive 's'
- 4. The,a
- 5. Past tense 'ed'
- 6. 3rd person singular verb ending 'she sings'
- 7. Auxillary verby 'be'
- Cruttenden
- 1. memorise on idvidual basis
- 2. Awareness of general rules (past tense forms =ed 'I runned' (virtuous error)
- 3. Correct inflections used
- Brown
- Bellugi
- Negatives
- 1. No and not used in front of other expressions 'no want'
- 2. Moves no/not inside sentence 'I no want'
- 3. Attatches to negative auxillary 'I don't want'
- Pronouns
- 1. Own name 'Tom play'
- 2. I/me pronouns 'me play with toy'
- 3. According to whether they are in subject or object position 'I play with toy' 'Give it to me'
- Negatives
- Chomsky
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