Developing speech
- Created by: sarah_mocha
- Created on: 03-04-16 15:43
Lexical + Grammatical stages of development
Stage:
Holophrastic stage (12-18 months): one word utterances
Two word stage (18-24 months): two word utterances
Telegraphic stage (24-36 months): three or more words
Post-telegraphic stage (36+ months): complex combinations
Phonological mistakes
Deletion: Deleting the final consonant of words. example: "do(g)", "cu(p)"
Substitution: Substituting one sound for another. example: "pip" for "ship"
Addition: Adding extra vowels to the end of words. example: "doggie"
Assimilation: Changing one consonant or vowel for another. example: "gog" for "dog"
Reduplication: Repeating a whole syllable. example: "dada"
Consonant cluster reductions: Consonant clusters are reduced to smaller units. example: "pider for "spider"
Deletion of unstressed syllables: Omitting opening syllable in polysyllabic words. example: "nana for "banana"
Developing meanings
Overextension: when children use a word to include things similar that aren't normally part of the words meaning. example: using "tree" to categorise every plant.
Underextension: when children reduce a word to include only part of its normal meaning. example: using "cat" to only categorise a single ginger cat in the neighbourhood.
Jean Aitchison - connecting children's lexical and semantic development in stages
Stage 1 Labelling: Linking words to objects to which they refer.
Stage 2 Packaging: Exploring labels and to what they can apply to
Stage 3 Network-building: Making connections between words and understanding similarities and opposites in meanings
Piaget's stages of linguistic development
Sensorimotor (up to 2 years): The child experiences the world through their senses and begins to classify things. If made, lexical choices are concrete rather than abstract. Object permanence develops (the concept that objects exist when out of sight).
Pre-operational (2-7 years): Language and motor skills develop. Language is egocentric; it is focused on the child or used by the child when no-one else is around
Concrete operational (7-11 years): Children begin to think logically about concrete events
Formal operational (11+) Abstract reasoning skills develop
Developing grammar
Syntactical advances allow children to order words into phrases and clauses and make different types of utterances.
Morphological advances allow children to add inflections to words creating tense, and experiment with language adding prefixes and suffixes.
Holophrastic stage: No grammatical construction
Two-word stage: Subject + Verb, Verb + Object
Telegraphic stage: Subject + Verb + Object, Subject + Verb + Complement, Subject + Verb + Adverbial
Post-telegraphic: Increased awareness of grammatical rules, i.e instead of saying "runned", uses "ran".
Negative formation + Virtuous errors
Ursula Bellugi - 3 stages of negative formation:
Stage 1: Uses "no(t)" at beginning or end of the sentence. example: "no wear shoes"
Stage 2: Moves "no(t)" inside the sentence. example: "I no want it"
Stage 3: Attaches negative correctly to auxiliary verbs. example: "no I don't want to go to nursery", "I am not"
Virtuous errors: When children make errors such as "runned" instead of "ran", as they have worked out that most past tense verbs end with the "-ed" inflection, and have therefore applied it. Although a logical choice, it is incorrect.
Overgeneralisation: A child extending a words meaning or grammatical rule beyond its normal use (as in with the above example using the "-ed" inflection)
Michael Halliday
Functions of speech
Instrumental: Used to fulfill a need. example: "want milk"
Regulatory: Influences behaviour of others. example: "pick up"
Interactional: Used to develop and maintain social relationships. example: "love you"
Personal: Conveys opinions and personal identity. example: "me like Charlie"
Representational: Conveys facts and information. example: "it's hot"
Imaginative: Creates an imaginary world/play. example: "me superman"
Heuristic: Used to learn about the environment. example "wassat?"
John Dore
Language functions
Labelling: To name something
Repeating: Repeating an adult's word or utterance
Answering: Responding to someone's utterance
Requesting action: Asking for something done for them
Calling: Getting attention by shouting
Greeting: Greeting someone or something
Protesting: Objecting to requests from others
Practising: Using language when no adult is present
Role of parents/care-givers
Child-directed speech (CDS): Any speech pattern used by parents or care givers when communicating with young children, particularly infants, usually involving simplified vocabulary, melodic pitch, repetitive questioning, and a slow or deliberate tempo.
Features of CDS:
- Repetition
- Higher pitch
- Child's name rather than pronouns
- Present tense
- One-word utterances
- Concrete nouns
- Yes/no questioning
- Exaggerated pauses to emphasise turn-taking
Language acquisition theories
Nativist: (Key theorists - Noam Chomsky, B.F Skinner)
Humans have an inbuilt capacity to acquire language through their Language Acquisition Device (LAD). The LAD is a language organ that is hardwired into our brains at birth, and because of this, we are born with the ability to understand and develop language.
Behaviourist: (Key theorists - B.F Skinner)
Language is acquired through imitation (modelling) and reinforcement (positive and negative). Correct utterances are positively reinforced, enhancing the child's language development.
Social Interactionist: (Key theorists - Jerome Burner, Lev Vygotsky)
The child's language is developed through interactions with adults
Cognitive: (Key theorists - Jean Piaget)
Language acquisition is part of a wider development of understanding. Language is dependent on knowledge and understanding that is acquired through cognitive development
Related discussions on The Student Room
- Speech development in children »
- AQA A-Level English Language - Child Language Acquisition »
- A-Level English »
- Child Language Acquisition - Stages »
- Help Child Language Acquition English Language A level AQA »
- Religious studies vs English language A level »
- AQA English Language A Level CLA »
- 5 careers for Working with Children, Young People & Families graduates »
- Childcare LEVEL 3 Unit 1 »
- can someone pls mark this eng lang 2 question 5 for me? »
Comments
No comments have yet been made