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PAPER 1 SECTION B- CHILD LANGUAGE ACQUISITION - Coggle Diagram
PAPER 1 SECTION B- CHILD LANGUAGE ACQUISITION
ERRORS
Substitution- when some sounds are hard to say so are swapped around, rock becomes wock
Addition
Deletion- getting rid of bits of words, the end or unstressed syllables
Reduplication- a sound is repeated
STAGES OF SPEECH DEVELOPMENT
Telegraphic stage
Subject verb and object are used
3 and 4 word utterances are used
Occurs between 24-36 months
Still missing determiners, articles, prepositions
Post telegraphic stage
Rapid progression
Multiple clauses, determiners, FANBOYS
36 months onwards
Two word stage
Two words are used together to convey meaning
Misses out things like pronouns and prepositions
Occurs in 18-24 months
Example, Jenny sleep instead of Jenny is sleeping
Pre- verbal stage
Cries and burps- making noises to indicate pain discomfort or hunger
Cooing- discovery of vocal chords leads to experimentation with sounds like goo goo gaga
Proposed by David Crystal in 1996
Babbling- syllables are reduplicated and phonemic combinations are made such as dada and mama, child cuts off sounds not required by the native language
First words- utterances begin to sound like words, single words are sometimes used and serve multiple functions
Holophrastic stage
Single word utterances which have multiple meanings
Juice can mean I want juice or I've finished my juice
Occurs between 12-18 months
Features of CDS
Recasting- repeating the mistake back in the correct form
Exaggerated 'sing song' intonation
Modeling turn taking
Adopts some of the child's names for things, doggie or wabbit
Longer and more frequent pauses
Use of names instead of pronouns
Higher pitch
Simple lexical choices
Expansions- the adult fleshes out and adds to the child's utterance
Ignoring many mistakes in favour of small bits of learning, so as not to overwhelm a child with the expectation of perfect speech, it's unrealistic
Arguments around whether CDS is helpful
For
Cambridge uni found that children prefer to be spoken to in CDS as it synchronises more with thier brain and understanding of language
Clarke- stewart found that babies whos mothers talk more have a larger vocabulary
Against
FUNCTIONS OF LANGUAGE
Michael Halliday's functions
Interactional- develop social relationships
Personal- conveys attitudes or feelings
Regulatory- to influence other peoples behaviour, command request or persuade
Informative- relaying or requesting information
Heuristic- learn and explore their environment, questions
Instrumental- used to fulfil needs, I want...
Imaginative- being creative and playful
GRAMMATICAL DEVELOPMENT
Berko
Supports the idea that we have universal grammar rules innate to us
Shown one 'wug' and knew that the plural was two 'wugs' even though it's a new word, grammar rules were applied
Wug test
Bellugi
Pronouns-
2- recognises difference between names, and me and I
3- Correct use of you me and I
1- Use thier name as the pronoun
Negation-
2- No or not moved to middle of sentence
3- Correct form
1- No used at end of sentence
Written language
Reading schemes
Features
Simple verbs
One sentence per line
Lexical repetition, familiarity is important
Anaphoric referencing via pronouns
Text- image cohesion
Limited use of modifiers
Aims
Make reading enjoyable
Support cognitive development
Expanding vocab past the immediate environment
Introduction to advanced grammatical constructions
A reading scheme is a series of books that have been carefully written to support the process of learning to read and to help children make progress as readers