Please enable JavaScript.
Coggle requires JavaScript to display documents.
(stages of FLA (acquiring grammar (syntax (Telegraphic speech (many…
stages of FLA
acquiring grammar
word meaning
socially driven
overextension common (bottle on the palm)
initially one to one referent (bottle)
child world-view similar
syntactic bootstrapping (
Phonology
1st word generally C.V.C.V
early sound set = language general
morphology
the wug test
creativity in language (child vs adult)
utterances reflect internal grammars
syntax
2 words to make sentence
comprehension come before production
-2 yo put words together
early utterances contain syntactic a semantic semantic relations
mean length utternace (MLU)
Telegraphic speech
many contend words but miss the function
semantic bootstrapping
between 2.3.5 yo language explosion
English auxiliary studies
pragmatics
context dependent grammar
pronouns (you and i)
articles in English.. ( a and the)
sign language
hearing children odf deaf parents become bilingual
deaf children of hearing parents may create...........
segmenting speech stream
stress
phonotactic constraints
which sounds you can combine in a language
distribution of allophones
first language
after 1 yo
one word stage that they use it to convey different meaning (request or comment)
there is claim that the deaf baby develops the first sign earlier than hearing baby does
babling
6 mo
intonation contours begin to resemble adult language
before u can speak u need to LISTEN
FLA and SLA
difference
interlanguage (not your 1st language and not 2nd language, it is in between)
error
process
result
key difference
knowledge of L1
negative differences transfers
positive similarities transfers
SIMILARITIES
involve stages
learner construct grammars
l2 success
range of IDs
age aptitude, motivation
range of factors
environment, input
fossilisation
FLA (ug) SLA (general problem solving)
learning theories
reinforcement
can produce errors
analogy
doesn't work with error correction
imitation
copying the people around her and something that we all do
can't explain creativity in language ( held & hold)
child-directed speech
simplified the language
issues in bilingualism
2 monolinguals in one head
each language follows the normal stages (code switching)
the role of input
quantity needed for acquisition is unknown
cognitive effects of bilingualism
metalinguistic awareness
realise how the languages work
excutive
they have to determine what you're thinking about
learning vs UG (nature vs nurture)
the logical problem of language acquisition
poverty stimulus
UG
innate blueprint of language
Innateness hypothesis
blueprint aids the child to construct grammar
predicts all languages conform to UG principles
childhood bilingualism (grow up knowing two languages)
bilingualism is normal
do bilingualism make u smarter
the bilingual students perform better in the test than monolingual students
the unitary system hypothesis
initially one lexicon and one grammar for the two languages
smaller vocabulary compared to monolingualism