LANGUAGE ACQUISITION THEORISTS

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Chomsky
Nativism - 'Language acquisition devices' (LAD) We innately know to develop language, evidenced in 'Universal Grammar.'
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Macnamara
Children innately understand context and the change of social situation on their language.
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Skinner
Behaviourism - language is learnt through imitation and reinforcement or punishment.
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Piaget
Cognition comes first, syntax comes later. Only when we understand time can we express him
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Lenneberg
Critical period - Up to the age 5 children's language develops rapidly.
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Vygotsky
Egocentric speech - Children use language to explore their environment.
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Bruner
Language acquisition support system (LASS) We look to others for guidance on wether or not our language use is correct.
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Berko & Brown
'Fis Phenomenon' - Cannot say the word but understands what they mean themselves (Cognition)
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Burko
'Wugs' - children can overgeneralise and assume regular nouns
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Bates & MacWhinney
The competitive model - features of language 'compete' to be the most syntactically significant element of an utterance. Evidenced in omission of auxiliary verbs and importance of nouns.
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Nelson
'Crib speech' - language used upon going to bed or waking up - anticipation, memories, what should happen generally. Children's language influenced by environment - 60% of early language is nouns. Phatic talk much later.
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O'Grady
By the age of 4 most children have mastered sounds except "f" and "w" fricatives and "th" consonant clusters.
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Halliday
Taxonomy (Regulatory, Instrumental, Interactional, Personal) = Early, (Imaginative, Heuristic, Representation) = Later
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Dore
Labelling, Repeating, Calling, Practising, Requesting action, Answering, Greeting, Protesting
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Bard & Sachs
'Mothers' - Language features of a caregiver; Simplified and repetitive, tag questions, melodic intonation, softened vowel sounds
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Cavaton
"The Social Other" - Egocentric speech looks for confirmation from others, as if requesting for his or her agreement. Role of organisation and regulation of thought.
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Eliot
Expected gender behaviour can influence language skills.
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Fresno et al.
Girls speak earlier than boys due to a greater engagement from the parents.
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Dunn
"Theory of Mind" - by the age of 4 children know what will irritate their siblings, or understand the emotions of those around them
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Rescorla
Categorical overextension- one member of a category is extended to all members of the category, Analogical- overextension a word for one object is used for one in a different category, Mismatch statement- Child associates one feature with the whole
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Aitchison
Labelling, Packaging, Network-building.
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Shatz
"The Special Other" - Children divide peoples into their roles using their pragmatic knowledge
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Rothery
Categories of children's writing: Observation, Recount, Report, Narrative
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Britton
Functions of writing: Expressive, Poetic, Transactional
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Sinclair & Coulthard
"IRF" Initiation-Feedback-Response discourse model for acquiring language
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Children innately understand context and the change of social situation on their language.

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Macnamara

Card 3

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Behaviourism - language is learnt through imitation and reinforcement or punishment.

Back

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Card 4

Front

Cognition comes first, syntax comes later. Only when we understand time can we express him

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Card 5

Front

Critical period - Up to the age 5 children's language develops rapidly.

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