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English - CLA + CDS - Coggle Diagram
English - CLA + CDS
CDS
Grammar :
- simpler constructions
- frequent use of imperatives
- high degree of repetition
- use of personal names instead of pronouns
Lexis :
- simpler more restricted vocabulary
- diminutive forms (e.g. doggie)
- concrete language, referring to objects child's immediate environment
Pragmatics :
- greater deal of body language and gestures
- fewer utterances per turn of talking, making the child think and involve themselves in the conversation
- supporting language
Phonology :
- slower, clearer pronunciation
- more pauses, especially between phrases and sentences
- higher pitch
- exaggerated intonation and stress
- Exaggerating Prosodic Cues : using exaggerated intonation patterns and slightly higher frequencies, greater pitch variations
- Recasting : phrasing sentences in different ways, such as making it a question
- Echoing : repeating what the child said
- Expansion : restating what the child said in a slightly more sophisticated and linguistic way
- Expatiation : expounding further on the word by giving more information
- Labelling : providing the name of objects, using simplified vocabulary
- Over Articulating : using more precise sounds contained in the words, sounding out 'super-vowels'
A02
Chomsky 1959 Nativist
Language is innate = BUILT IN
LAD - Language Acquisition Device
"The environment isn't a model for children to pick up and develop language"
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David Crystal's 5 stages :
- Amorphous stage
- Trial and error
- different types of questioning, intonation, and recognising rhythm of voice
- no name or title
Jean Berko Gleason
'WUG' test :
- the children found it harder to add the -es suffix, proving they struggle with to pluralise something already plural
- its also harder for children in complex syllable/phoneme words
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Vygotsky 1934
Language has 2 roles : Communication and Though
ZPD : Zone of Proximal Development - the difference between what a learner can do without help and what they can do with help
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A02
Lexical Development - Katherine Nelson 1973 identified 4 categories for early acquisition :
- naming
- actions / events
- describing/modifying
- personal/social
Jean AItchinson (1987) identified 3 stages or processes during a childs vocab acquisition:
- Labelling is the first process and the child makes a link between the sounds of words and the object they are referring to
- Packaging is the understanding of a words various meanings
- Network Building grasping the connection between words
Hallidays Functions :
Instrumental - the 'I want' function
Regulatory - the 'do as I tell you' function
Interactional - the 'me and you' function
Personal - the 'here I come' function
Heuristic - the 'tell me why' function
Imaginative - the 'lets pretend' function
Informative - the 'I've got something to tell you' function
B.F. Skinner - Behaviourism
- Operant conditioning
- Positive Reinforcement
Stages
- 6 to 12 months : Preverbal (crying, cooing, babbling)
- 9 to 18 months : Holophrastic
- 12 to 18 months : Two Word Stage
- 18 to 36 months : Telegraphic
- 2 years + : Post - Telegraphic
Holophrastic - a child's first word, will use individual words to communicate meanings, will use a few words to communicate a whole sentence worth of meaning, typically concrete nouns
- ONE WORD STAGE : gestalt expressions, one word that sounds like 2
Two Word Stage - usually two words that represent an object and an action e.g. "Where mummy" = Where is mummy
Some words become more important and can be attached to other meanings
PIVOT SCHEME - 'allgone' + dinner = dinner allgone
Telegraphic Stage - aged around 2 a child will move from placing two words together to producing longer more precise utterances
- telegraphic speech will contain content words to convey meaning
- children at this stage will omit the grammatical words, lacking structural accuracy but will convey meaning
Post Telegraphic - around aged 3, speech becomes increasingly more adult, grammatical words start to appear alongside content words
- age 4 a child will be speaking in largely grammatically accurate and complex sentences
Phonology
Features :
- Deletion : elision of the final consonant in lexemes
- Substitution : replacing one sound for another
- Addition : adding an extra vowel to the end of words
- Reduplication : repeating a whole syllable
- Consonant Cluster Reduction : reducing two consonant sounds in a row to smaller units
- Deletion of unstressed syllables : ellision of the opening syllable in a polysyllabic lexemes
Lexis
Overextension : applying the same word to different/similar referents e.g. calling all 'water' the 'sea'
Underextension : applying a label for fewer referents e.g. 'milk' to a 'milk bottle'
Sometimes the mislabelling of words can give a clue as to how the child learns and shapes meaning
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