Language Acquisition Theorists

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Katherine Nelson
put words into the following categories: naming, actions/events, describing/modifying things and personal/social
1 of 17
Michael McTear
in children's conversation noticed babies begin to develop a sense of rhythm from early weeks e.g. subtle arm/leg movement in time to mother's voice
2 of 17
Noam Chomsky
NATIVIST THEORY study exploring the recognition of intonatation in speech in which he compared adult's and children's to see if they recognise or anticipate football results by listening to the score.
3 of 17
Eve Clark
study of first words which found that children base overextensions on the physical qualities of objects and on sensory aspects such as taste, sound, size and texture.
4 of 17
Leslie Rescorla
identifies three types of overextensive; categorical, analogical and mismatch
5 of 17
Jean Piaget
GOGNITIVE THEORY emphasised that children use environment and social interactions to shape their language and established four development stages. Therefore learn from their surroundings.
6 of 17
Roger Brown
17 month period, preschool children - investigation based on mean length utterance
7 of 17
Michael Halliday
Functions of speech: 1) Instrumental 2) Regulatory 3) Personal 4) Representational 5) Imaginative 6) Heurist
8 of 17
John Dore
1) Labelling 2) Repeating 3) Answering 4) Requesting Action 5) Calling 6) Greeting 7) Protesting 8) Practising
9 of 17
Lev Vygotsky
COGNITIVE and SI THEORY observing children's play and linked it to both cognitive and social development
10 of 17
Catherine Garvey
children play together to practise social interaction, which is sociodramatic play - understand different roles and how these affect language i.e. field-specific lexis and structure similar to adult situations.
11 of 17
B. F. Skinner
BEHAVIOURIST THEORY children learn language purely through imitation and reinforcements i.e. children copy language from what they hear. Also learning takes place through positive reinforcement.
12 of 17
Jerome Bruner
SOCIAL INTERACTIONIST THEORY Language Acquisition Support System (LASS) explains how adults encourage children's speech development by using books to interact with them. Four stages: 1) Gaining Attention 2) Query 3) Label 4) Feedback
13 of 17
Barry Kroll
Four phases of writing development: 1) Preparatory Stage 2) Consolidation Stage 3) Differentiation Stage 4) Integration Stage
14 of 17
Katherine Perara
writing for a particular purpose creates the need for particular types of lexis and syntax - importance of adapting for the audience
15 of 17
Joan Rothery
evaluating writing in four categorises: 1) Observation/Comment 2) Recount 3) Report 4) Narrative
16 of 17
Prof James Britton
Three modes of writing: 1) Expressive 2) Poetic 3) Transactional
17 of 17

Other cards in this set

Card 2

Front

in children's conversation noticed babies begin to develop a sense of rhythm from early weeks e.g. subtle arm/leg movement in time to mother's voice

Back

Michael McTear

Card 3

Front

NATIVIST THEORY study exploring the recognition of intonatation in speech in which he compared adult's and children's to see if they recognise or anticipate football results by listening to the score.

Back

Preview of the back of card 3

Card 4

Front

study of first words which found that children base overextensions on the physical qualities of objects and on sensory aspects such as taste, sound, size and texture.

Back

Preview of the back of card 4

Card 5

Front

identifies three types of overextensive; categorical, analogical and mismatch

Back

Preview of the back of card 5
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