Adding an extra vowel sound to create a CVCV structure (e.g. 'horse' = 'horsey')
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Deletion
Omitting the last consonant of a word (e.g. 'cat' pronounced 'ca')
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Reduplication
Repetition of particular sounds and structures (e.g. 'choo choo')
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Substitution
One sound is swapped for another easier sound (e.g. 'rabbit' = 'wabbit')
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Consonant Cluster Reduction (CCR)
Reducing consonant clusters of two or more consonants into smaller units (e.g. 'dry' = 'dai')
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Deletion of Unstressed Syllables
Removal of entire unstressed syllables from a word (e.g. 'banana' = 'nana')
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Assimilation
Substitution of sound, because of other sounds around it, with one that is closer to others in the word (e.g. 'doggie' = 'goggie')
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Overextension
Children overgeneralise words (e.g. all foulr-legged animals are dogs)
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Categorical Overextension
Extending words children know to other words in the same category (e.g. all fruits are called 'apple')
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Analogical Overextension
Extending words children know to other words that are perceptively similar (e.g. calling the moon a 'ball')
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Underextension
Not applying a new word to an object that is included in the meaning of the word (e.g. children learning the word dog, but only applying it to their dog)
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Virtuous Errors
Starting to apply rules, but still getting it wrong (e.g. 'I runned')
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Negatives
Expressing, containing, or consiting of a negation, refusal or denial (e.g. 'no', 'I don't want it')
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Questions
Gaining information of a child's surrondings (e.g. what dat?'
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Conversion
Using a word class as a different word class (e.g. 'I jammed the bread')
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Affixation
Applying endings to words to create new ones (e.g. 'it's crowdy in here')
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Compounding
Joining words together into new combinations (e.g. 'tractor-man')
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Adjacency Pairs
One utterance leading to another in a distinct pattern
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Chaining
The way adjacency pairs are linked
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Feedback
Receiving a reply to a piece of speech, which shows the listener has understood what has been said
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Turn-taking
Where the conversation is passed over to other members of the group
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Ellipsis
Missing out words that are generally understood by listeners from the context of the speech
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Contractions
Shortened forms
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Non-Standard Forms
Lexis & Grammar that aren't standard English
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Context-Specific Forms
Utterances that can only be understood by immediate listeners
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Fillers
Words that carry no apparent meaning in the conversation
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False-Starts
Repeating the beginning of an utterance, then saying the idea in a different way
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Pauses
A gap in something said
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Overlaps
When two or more people speak at once
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Regulatory (HF)
Language is used to tell others what to do
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Istrumental (HF)
Language is used to express needs
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Personal (HF)
Language is used to express feelings, opinions and individual identity
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Heuristic (HF)
Langauge is used to gain knowledge of the surrondings
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Interactional (HF)
Language is used to make contact with others and form relationships
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Representational (HF)
Language is used to convey facts and information
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Imaginative (HF)
Langauge is used to tell stories and jokes and to create an imaginary environment
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Declarative Sentence Type
States a piece of information
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Exclamatory Sentence Type
Conveys strong emotions
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Interrogative Sentence Type
Asks questions
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Imperative Sentence Type
Give orders/directions
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Language Acquisition Support Systwm (LASS)
The importance of a child’s social support network, which works in conjunction with innate mechanisms to encourage language development
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Other cards in this set
Card 2
Front
Omitting the last consonant of a word (e.g. 'cat' pronounced 'ca')
Back
Deletion
Card 3
Front
Repetition of particular sounds and structures (e.g. 'choo choo')
Back
Card 4
Front
One sound is swapped for another easier sound (e.g. 'rabbit' = 'wabbit')
Back
Card 5
Front
Reducing consonant clusters of two or more consonants into smaller units (e.g. 'dry' = 'dai')
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