Child Language Development Edexcel Unit 3
- Created by: lukecox13
- Created on: 16-06-15 15:13
Nativist approach - Chomsky
Language Acquisition Device
- Children born with innate capacity for language development
- The human brain is hard wired to acquire grammatical structures
- Human languages share many basic similarities, which he calls Universal Grammar
- Children often experience the same stages of development
Evaluation
- Children who have been deprived of social contact often cannot achieve communicative competence e.g. Feral Children
Cognitive approach - Piaget
Linking language acquision directly to intellectual development.
- Only use lingustic structures when they understand the concept involved.
- Coud be used to describe lexis development.
Evaluation
- Children can imitate language without having understanding of the meaning.
Interactionalist approach - Brunner
Language Acquisition Support System (LASS)
- Gaining attention
- Querying
- Labelling
- Feedback
Child Directed Speech
- Vocabulary simplified into broad categories
- Sentence structures are shorter
- Tag questions to invite participation
- Repetition reinforces new words
- Higher pitch
Vygotsky - Developing language with interaction with any MKO.
Behaviourist approach - Skinner
Language is acquired through imitation and reinforcement
- Can explain phonology as children imitate accent and dialect,
- Can explain pragmatics as children learn politeness strategies
Evaluation
- Children produce sentences they have never heard before - overgeneralisation
- Do not always seem to repsond to correction
Jean Aitchison
Stages for liguistic development
- Labelling - linking words to objects
- Packaging - exploring the labels and to what they can apply (over/underetension happens at this stage)
- Network-building - making connections between words and understanding similarities and opposites in meanings. Hypernym and Hyponym.
Berko - Wugs
- provided evidence for the belief that children overgeneralise as well as having an innate understanding of language.
- "this is a wug. Now there is another one. There are two of them. There are two____."
- Three-quarters of 4-5 year olds surveyed formed the regular plural 'Wugs'.
Brown - grammatical development
1) -ing
2) plural s
3) possessive -'s
4) The, a determiners
5) past tense -ed
6) third person singular verb ending -s
7) auxiliary 'be'
Common Spoken Errors
Overgeneralisation - Over apply grammatical rule e.g 'runned'
Undergeneralisation - Under apply grammatical rule
Overextension - Words given broader meaning e.g. 'Daddy' to all men
Underextension - Words given narrower meaning e.g. 'Dog' to only family dog
Key terminology - Spoken
Consonant clusters - Combernation of consonant phonemes in a row e.g Cluster
Critical period (Lenneburg) - Children have a certain window to aquire language
Conversion - Using a noun as a verb
Deletion - simplification through deletion of certain phonemes
Substitution - simplification through substituting phonemes for easier ones
Present participles - continuous -ing verbs eg. running
Past participle - past tense -ed verb eg. jumped
Subordinate - clauses that make no sense on their own e.g that he had seen earlier
Coordiante - makes perfect sense as a seperate sentence e.g it was raining (and, but)
Key terminology - spoken 2
Virtuous error - Logical error that follows the pattern of language
Poverty of stimulous (Chomsky) - idea that children are not exposed to perfect language
Transitive verb - Require an object eg. i want food
Intrasitive verb - Don't require an object eg. I laughed
Hypernym - Word in which it has many subcategories
Hyponym - Word that is more specific than the hypernym
Halliday's Functions of language
- Instrumental - to fufil a need (eg. want juice)
- Regulatory - to influence the behaviour of others (eg. pick up)
- Interactional - to build social relationships (eg. Love you)
- Personal - conveying feelings and opinions (eg. Me like Charlie and Lola)
- Heuristic - to learn about their environment (eg. what's that?)
- Imaginative - creating an imaginary world (eg. me mum you dad)
- Representational - facts and information (eg. it cold)
Barclay's stages of development
- 1) Scribbling Stage
- 2) Mock Handwriting Stage
- 3) Mock Letters
- 4) Conventional Letters
- 5) Invented Spelling Stage
- 6) Appropriate Spelling Stage
- 7) Correct Spelling Stage
Kroll's stages of development
- 1) Preparatary Stage - Motor skills and spelling system
- 2) Consolidation Stage - Writes as they speak
- 3) Differentiation Stage - Can beguin to differentiate between spoken and writen language
- 4) Integration Stage - Develops own personal style and can change depending on context.
Key terminology - Written
Enviromental print - Children have early understanding of different signs around them
Zone of proximal development (Vygotsky) - the difference between independant and dependant knowledge
digraph - combination of two letters representing one phoneme
phoneme grapheme corespondence - the link between the sound and the letter it is represented by
Phonics - method taught in school of sounding out letters and segmenting and blending
Homonym - a word that is spelt or said the same but has different meanings
Coordinating conjunction - and but or
Subordinating conjunction - because so when... (clauses don't make sense on their own)
Diphthong - a phoneme made by combining two different vowel sound
IPA symbols
/ə/ Schwa - teacher, about /ɒ/ - hot, spot
/ð/ voiced dental fricative - The, there /uː/ - food, shoe
/θ/ voiceless dental fricative - thin, earth /eɪ/ - bathe, save
/ʃ/ - shoe, fish
/ŋ/ - running, english
/ʧ/ - church, beach
/d/ Plosive - dat, dog
/iː/ - Seat, me
/æ/ - cat, map
/əʊ/ - Joke, throw
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