Child Language Acquisition
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- Created by: Katharine Lewis
- Created on: 25-02-13 11:45
Phoneme
The smallest unit of sound
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Pragmatics
The factors that influence a speakers choice of language
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Noam Chomsky - Language Acquisition Device
The human brain's inbuilt capacity to acquire language
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Phonetic Expansion
The variety of sounds produced increases
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Vegetative Stage
The first stage of phonological development - Sounds of discomfort or reflexiveactions (e.g. crying/sucking)
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Cooing Stage
Second stage of phonological development - Comfort sounds or vocal play (e.g. laughter/vowel sounds)
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Babbling Stage
Third stage of phonological development - extended sounds and repeated patterns (e.g.
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Proto-words
Fourth stage of phonological development - word-like vocalisations which have consistent meanings
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Consonant
A sound produced when the vocal tract is either blocked or restricted so there is audible friction
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Vowel
A sound made without closure or friction in the vocal tract
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Dipthong
A sound where there is a change in quality during a syllable
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Plosives
Sounds created when the airflow is blocked for a brief time (e.g. 't' / 'p')
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Fricatives
Sounds created when the airflow is only partially blocked and the airflow moves through the mouth in a steady stream (e.g. 'f')
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Affricatives
Sounds created by putting plosives and fricatives together (e.g. 'ch')
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Nasals
Sounds produced by air moving through the nose (e.g. 'm' / 'n')
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Approximants
Sounds which are similar to vowel sounds (e.g. the consonant 'r')
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Laterals
Sounds created by placing the tongue on the ridge of the teeth and then moving air forward down the side f the mouth (e.g. 'l')
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Deletion
Omitting the final consonant in a word (e.g. 'do(g))
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Substitution
Substituting one sound for another (e.g. 'pip' for 'ship')
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Addition
Adding an extra vowel sound to the end of words (e.g. 'doggie')
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Assimilation
Changing one sound for another (e.g. 'gog' instead of 'dog'
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Reduplication
Repeating a whole syllable (e.g. 'dada' or 'mama'
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Consonant cluster reductions
Consonant clusters (e.g. spl in 'splat') can be difficult to say so children reduce them to smaller units (e.g.' pider' instead of 'spider')
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Deletion of unstressed syllables
Omitting the opening syllable in polysyllabic words (e.g. 'nana' instead of 'banana')
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Holophrase
A single word expressing a whole idea
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Vocative
A word (usually a noun) used to address a person
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Social Interactionists
Those who believe that child language develops through interaction with carers
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Positive Reinforcement
When behaviour is rewarded which encourages the behaviour to be repeated
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Negative Reinforcement
When an undesirable behaviour is unrewarded so it will not be repeated
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Behaviourists
Those who believe that language is acquired through reinforcement
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Overextension
When the word used to label something is 'stretched to include extra meanings (e.g. calling all women 'mum' or all drinks 'juice'). The most common is Categorical overextension where the name for one member of a category is extended to all member
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Underextension
When a word used to label something is reduced to include only a part of its normal meaning (e.g. a child calling a cartoon duck a 'duck' but not normal ducks in a pond
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Holophrastic / One-word stage
The first stage of a childs gramatical development - one word utterances (Age approx. 12 months)
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Two-word stage
The second stage of a childs gramatical development - two words combined to create simple syntactical structures (Age appox. 18 months)
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Telegraphic stage
The third stage of grammatical develoment - Three or more words joined in increasingly complex and accurate orders (Age approx. 24 months)
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Post-telegraphic stage
The fourth stage of grammatical development - Increasing awareness of grammatical rules and irregularities
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Questions - what, where, why, when
Appear fairly ealy in development - before this children use intonation to question (e.g. 'Juice?')
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Deixis
Lexical items that 'point' to something and place words in context (e.g. 'These')
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Virtuous Error
Syntactic errors in which the non-standard utterance reveals some understanding, though incomplete, of standard syntax
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Overgeneralisation
A childs extension of a grammatical rule beyond its nomal use (e.g. 'I runned fast')
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Egocentric speech
Where no listeners is directly addressed and the talk is focused on the child's activities (e.g. talking to themselves)
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Child-directed speech
Speech patterns used by parents or care givers when communicating with with children (usually involves simplified vocabulary, repetitive questioning, slow tempo and melodic pitch)
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Expansion
The development of a child's utterance into a longer, more meaningful form (usually by an adult)
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Language Acquisition Support System
A child's interaction with the adults around them and how this interaction supports language development
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Object permenence
The awareness that objects continue to exist even when they are not visible
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Scaffolding
Transferring a skill from adult to child and then withdrawing support once the skill has been mastered
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Synonyms
Words with very similar semantic value
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Cohesion
The way in which a test appears logical and well constructed
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Text-image cohesion
Where the image reflects the text
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Phonics
A system of teaching reading and spelling that stresses basic symbol-sound relationships and their use in decodig words
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Whole-word / 'Look and Say'
Children learn the shape of words and to recognise whole words or sentences rather than breaking them down
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Reading Cues
The strategies used to help decode written texts successfully
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Graphaphonic cues
Looking at the shape of words and linking them to familiar graphemes
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Semantic cues
Understanding the meaning of a text and making connections between words and making connections between words in order to decode new ones
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Visual cues
Looking at pictures or the visual narratives to interpret unfamiliar words
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Syntactic cues
Applying knowledge of word order and word classes to work out if a word seems right in context
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Contextual cues
Searching for understanding in the situation of the story / comparing their own experiences or pragmatic understanding
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Miscues
Making errors when reading (e.g. guessing a word/missing a word/substituting a word for another which looks similar
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Cursive handwriting
Characters are joined in rounded and flowing strokes
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Convergence
The process of linguistic change where people adjust their speech or writing to reflect the style of other (e.g. using standard grammar/punctuation)
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Sociolect
A defind use of language as a social group
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Orthography
The study of the use of letters and the rules of spelling in a language
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Emergent writing
Children's early scribbles
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Ascender grapheme
Where part of a letter goes above the usual height of letters (e.g. 'h')
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Descender grapheme
Where part of letter goes below the baseline (e.g. 'g' or 'p')
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Stage of writing development
1.) Drawing 2.) Letter-like forms 3.) Copied letters 4.)Chid's name and strings of letters 5.)Words 6.)Sentences 7.)Text
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Digraph
A graphic unity in which two symbols combine and are produced as a single sound (e.g. 'sh')
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Homophone
A word that had the same pronunciation as another (e.g. red/read)
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Recast
The commenting on, extending and rephrasing of a child's utterance
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Other cards in this set
Card 2
Front
The factors that influence a speakers choice of language
Back
Pragmatics
Card 3
Front
The human brain's inbuilt capacity to acquire language
Back
Card 4
Front
The variety of sounds produced increases
Back
Card 5
Front
The first stage of phonological development - Sounds of discomfort or reflexiveactions (e.g. crying/sucking)
Back
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