Please enable JavaScript.
Coggle requires JavaScript to display documents.
CONTEXT AND USAGE OF A CHILD'S SPEECH - Coggle Diagram
CONTEXT AND USAGE OF A CHILD'S SPEECH
context
Halliday
first a child uses paralanguage
second a child uses protolanguage that is understood by caregivers
lastly conventional language is formed due to constraints of language forcing child to speak a certain way to be understood and receive appraisal in educational settings
Fis phenomenon
child substituting ʃ (sh) phoneme for s in 'fish' due to phonological milestone not yet being hit but correcting a caregiver when they say 'fis' and not fish
shows cognitive (audiological) development and grammatical understanding is present even before ability to produce phoneme
CDS
Usage-based Model
Tomasello and others
language comes from our ability to socialise and cooperate
learn to read intentions before working out patterns of language
Intention Reading
mutual attention with caregiver over objects
example: pointing and saying "there is a bird", deictic there naturally associates the object with the utterance
repeating the phrase will also teach the child that "there is" attracts attention to an object
Pattern Finding
second stage
characterised by an ability to categories objects, occurances, sounds etc into separate connections
e.g. spiders + birds = animals
OBJECTIONS
it cannot deal with more complex constructions, especially two verbs and syntactic embedding
it cannot specify how the generalisation/ abstraction process is to be constrained
it does not deal with poverty of stimulus
Halliday and Dore
Halliday
functions
instrumental
representational/informative
interactional
personal
regulatory
heuristic
imaginative
Dore
functions
labelling
repeating
answering
requesting action
calling
greeting
protesting
practicing