CLA: Spoken
- Created by: Jesszhang
- Created on: 11-06-16 17:30
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- Spoken
- Context
- Stages of development (lexical and grammatical)
- Holophrastic: one word utterances
- Two-word: two word combinations
- Telegraphic: three or more words combined with some words omitted
- Post-telegraphic: grammatically correct utterances
- Preverbal stage
- Vegetative sounds of discomfort/ reflexive actions
- Cooing: comfort sounds and coal play using open mouthed vowel sounds
- Babbling: repeated patterns of consonant and vowel sounds
- Proto-words: word like vocalisations, not matching actual words but used consistently for the same meaning.
- Participants and their relationship, setting
- Other contextual factors. e.g. cultural influences like tv, books etc.
- Vygotsky: toys = play pivots to support play and scaffold development when young but uses imagination when they're older
- social experiences: Bruner: ritualised activities
- Stages of development (lexical and grammatical)
- Phonology
- Types of sounds produced
- Plosives: created when airflow is blocked for a brief time
- Voiced: B, P G
- Unvoiced: P, T, K
- Fricatives: when airflow is partially constricted and air moves through the mouth in a steady stream
- Voiced: V, Ó, Z
- Unvoiced: F, S
- Affricative: plosives and fricatives together
- Voiced: 'dg'
- Unvoiced: 'ch'
- Approximants: similar sounds to vowels
- Voiced: W, R, J
- Nasals: air moving through the nose
- Voiced: N, M
- Laterals: placing the tongue on the ridge of the teeth and then air moving down the side of the mouth
- Voiced: L
- Plosives: created when airflow is blocked for a brief time
- Early phonological errors:
- Deletion: omitting the final consonant in words
- Substitution: substituting one sound for another
- Assimilation: adding an extra vowel sound to the end of words = CVCV pattern
- Reduplication: repeating a whole syllable
- Consonant cluster reduction: consonant clusters are difficult to articulate, so children reduce them to smaller units
- Deletion of unstressed syllable: omitting the opening syllable in polysyballic words
- Types of sounds produced
- Lexis/ Semantics
- Nelson
- Four categories of first words:
- Naming (things or people)
- Actions/ events
- Describing/ modifying things
- Personal/ social words
- 60% of first words are nouns
- Followed by verbs, modifiers and personal/ social words (8%)
- Four categories of first words:
- Overextension: linking objects with similar qualities together
- Categorical overextension: the name of one member of a category is extended to all members of a category
- Apple for all round objects. 60%
- Analogical overextension: a word for an object is extended to one in a different category, based on it having similar physical or functional connection
- Ball is used for all round fruit. 15%
- Mismatch statement: one-word sentences that appear quite abstract; child makes the statement about one object in relation to another
- Saying 'duck' when looking at an empty pond. 25%
- Categorical overextension: the name of one member of a category is extended to all members of a category
- Aitchison:
- Stage 1: labelling
- Linking words to the objects to which they refer
- Stage 2: packaging
- exploring the labels and to what extent they can apply. Over/ under extension occurs to understand the range of words meanings
- Stage 3: Network-building
- making connections between words, understanding similarities and opposites in meanings
- Stage 1: labelling
- Piaget: children are active learners who use their environment and social interactions to shape their language
- Sensorimotor:
- Begins classifying the things in the physical word; lexical choices are more often concrete rather than abstract.
- Pre-operational
- motor skills and language skills are now more competent. language is egocentric
- concrete operational:
- children begin to think logically about concrete events.
- Formal operational
- abstract reasoning skills develop
- Sensorimotor:
- Clarke
- within children's first words, common adjectives are the most frequent
- 'big', 'small'
- Spatial adjectives are acquired later
- 'wide', 'narrow', 'thick', 'thin'
- within children's first words, common adjectives are the most frequent
- Nelson
- Grammar
- Stages and their grammatical constructions
- Holophrastic stage
- one word
- two word
- Subject + verb
- Verb +Object
- etc.
- Telegraphic
- Subject + Verb + Object
- Subject + Verb + complement
- Subject + verb + adverbial
- Post-telegraphic stage
- Awareness of grammatical rules and little vertious errors
- Holophrastic stage
- Questionning
- One and two-word stage: formed by rising intonation alone
- Can start to form closed ended interrogatives when they're able to use auxiliary verbs and a shift in syntax
- 'what', 'where', 'when', 'why' are used often at the beginning of an utterance fairly early on during development.
- Bullugi
- Negatives
- Stage 1: child uses 'no' or 'not' at the beginning or the end of a sentence.
- Stage two: 'no' or 'not' in the middle of a sentence
- Stage 3:attaches the negative to the auxiliary verb
- Pronouns
- Stage 1: the children use their own names
- Stage 2: starts using I/me in different places inside a sentence
- Stage 3: uses them according to whether they are the subject or erobject within a sentence
- Negatives
- Determiners: attached onto nouns
- function words acquired later in acquisition
- articles: a, the
- numerals
- possessives
- quantifiers: some, many
- demonstratives: this
- Virtuous errors and overgeneralisation
- overgeneraklisation supports Chomsky.
- Chomsky
- learning takes place in the innate brain
- Language acquisition device
- learning takes place in the innate brain
- pre-programmed with the ability to acquire grammatical structures.
- Chomsky
- overgeneraklisation supports Chomsky.
- Stages and their grammatical constructions
- Discourse
- Child directed speech
- repetition/ expansion/ recasting
- Skinner: imitation theory.
- a higher pitch
- vocatives rather than pronouns
- using the present tense
- one word utterances/ elliptical short sentences
- fewer verbs/ modifiers
- concrete nouns
- exaggerated pausing
- Conversational management and turn taking: knowing when to speak
- closed ended interogatives
- repetition/ expansion/ recasting
- Child directed speech
- Pragmatics:
- Implicature: what we mean rather than what we say
- inference: iinterpreting what others mean
- Politeness: using the right words and phrases to be polite
- Positive face: where individuals desire social approval and being oncluded
- Negative: where an individual asserts their need to be independent and make their won decisions
- Conversational management and turn taking: knowing when to speak
- Halliday's functions
- Instrumental: fulfils a need
- regulatory: influence the behviour of others
- Interactional: develop and maintain social relationships
- Personal: Convey opinions, ideas and personal identity
- representational: convey facts and information
- Imaginative: create an imaginary world
- Heuristic: learn about the environment
- Dore's language acquisition
- labelling
- Repeating
- Answering
- Requesting action
- Calling
- Greeting
- Protesting
- Practicing
- Context
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