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Child language acquisition - Coggle Diagram
Child language acquisition
Spoken language features
back-channelling
contraction
Deixis
discourse markers
metalanguage
ellision
hedges and vague language
ellipsis
modality
non-fluency features- fillers
non-standard English features
phatic communication
repetition
tag questions
vague expressions
Theories:
Vygotsky
MKO- more knowledgeable other. IRF- initiation, rsponse, feedback. ZPD- zone of proximal development.
Fis Phenomenon- Berko&Brown
'the perception of phonemes occur earlier than the ability of the child to produce those phonemes' and 'skills in linguistic comprehension generally precede corresponding skills in linguistic production'
Language Acquisition Support System- Bruner
social interection with people, children are active learners of language
Wug Test- Berko&Brown
all children are able to create plural form of the noun
Cognitivizm- Piaget
Concrete operational stage- 5-11 y.o., logical thinking in concrete terms
Formal operational stage- 11- y.o., understanding of abstract ideas and the language associated with them
Preoperational stage- 2-5 y.o., thinking in definite terms, perception is egocentric
Sensorimotor stage- 1-2 y.o.,namimg things
U-shape model-Cruttenden&Brown
the incorrect forms are a result of applying acquired rules, generlisation occurs.
the exception has been learned and the child once again uses the correct form.
the correct form is initially used because it is copied from adults
Language Acquisition Device- Chomsky
universal grammar, virtuous errors
Katherine Nelson
referential kids: naming and action
expressive kids: modifying and social
Behaviourism- Skinner/Pavlov
positive/negative reinforcement. Children imitatecaregivers language. Ex/ Genie- feral child.
Jean Aitchison
Packaging
Networks
Labelling
7 functions of English language- Halliday
regulatory
interactional
instrumental
personal
heuristic
representative/informative
imaginative
Bellugi
question formation
1.rising intonation
2.'Wh' words at the start, no change in word order
3.'Wh'&auxiliaries, no inversion; yes/no questions are inverted
4.full adult version of questions with dummyauxiliaries
5.modal auxiliaries added
negative sentense formation
1.'no' and 'not' at the start of the sentences
2.'don't' and 'can't' appear between subject and verb
3.more forms appear (in different tenses)
Clarke-Stewart
children whose mothers talk more tend to have larger vocabularies
Restricted/Elaborated code- Bernstein
Restricted: simple sentences, limited lexis, hesitancy
Elaborated: accurate and varied grammar, complex sentences, unusual and varied lexis
Phonological features:
substitution- fink for think
reduplication- choo-choo for train
assimilation- gog for dog
addition- horsey for horse
unstressed syllable deletion- nana for banana
final consonant deletion- ca for cat
consonant cluster redction- tuck for truck
Stages:
Telegraphic stage
2-3 y.o.
overextension/underextension
no inflections, determiners, suffixes
Holophtastic stage
200 words
earliest words include plosive and nasal sounds
1-2 y.o.
one/ two word stage
Continuing development/ Post telegraphic stage
virtuous errors
hyponyms/ hypernyms
vocabulary: coonectives, numbers, emotions, family terms, colours, contrasting concepts
words of three+ syllables
fluency
complex utternces
auxiliary verbs
children start to understand idioms
3-5 y.o.
Terminology:
discourse
turn-taking
adjacency pairs
conversational floor
topic shift
vocal expressions- giggling, sighing, aahing
pauses
verbal responses- absolutely, sure, I know
utterence
speech overlap
paralinguistic features- body language, gestures, facial expressions
prosodic features
tone, pitch, volume, speed
proto-word