Chapter 2 Building Blocks of Language Flashcards
phonological development
acquiring the rules of language that govern the sound structure of syllables and words.
/l/ never followed by /h/
Minimal pairs
words that differ by only one phoneme
Low–Row
phonotactic rules
rules that specify “legal orders of sounds in syllables and words and the places where specific phonemes can and can’t occur.
phonological representation
a neurological imprint of a phoneme that differentiates it from other phonemes.
What a phoneme should sound like
receptive language proceeds expressive language
prosodic cues
word and syllable intonation and stress patterns in a language that allows infants to break into the speech stream.
phonotactic cues
sounds followning the phonotactic rules of a native language that allows infants to parse the speech stream.
In English the phoneme sequence /g/ /z/ doesn’t start a word, but can end it. (dogs)
Phonemic inventory
PHONOLOGICAL KNOWLEDGE- acquisition of internal representation of phonems in a language.
What a phoneme should soud like
PHONOLOGICAL PRODUCTIONS-expression of phoneme to produce syllables and words
Produce or say the sound correctly
vowles first
early consonants
late consonants
Phonological Awareness
(unbrella term that includes phonemic awareness)
an individuals ability to attend to the phonological units of speech through impicit or explisit analysis
- bridge between language and reading
- Phonics teaches relationship between letter and sound
syllable counting
rhyme detection
initial sound detection
initial sound elision
phoneme counting
phonemic awareness
A part of Phonological awareness
awareness of the individual phonemes of a language
underdeveloped phological awareness contributes to those who struggle to develop basic word-reading skils.
funtional load
importance of a phoneme in the phonemic inventory of a language.
corresponds to the volume of words that are distinguishable by that phoneme.
Morphological development
internalization of the rules of language that govern the structure of words.
content words
nouns, verbs, adjectives
funtional words
no meaning- conjunctions, articles
grammatical morphemes/ inflectional morphemes
*Small units of language added to words to allow grammatical inflection of the words.
include the plural -s, possessive ‘s, past tense -ed and progressive -ing
obligatory contexts
situations in which mature grammer specifies the use of a grammatical marker “The girl’s hat is lost.”
This is used to study children's achievement of grammatical morphology
derivational morphemes
*Prefixes and suffixes added to root words to create derived words.
change the word’s syntactic class and syntactic meaning
like–dislike/unlike
like–likeable/likeness
**derivational relationships - the relationship among a corpus of words that share a common root word.
friend-friendless-befriend
Table 2.2 pg 40
Brown’s Morphems 1973
Gramatical morphemes
14 grammatical morphemes in early childhood
-ing by age 2
Table 2.1 (pg 39)
-ing, -s, in, on, ‘s, -ed, regular past tense, irregular past tense, regular 3nd person, articles (a, the, an), contractible copula be, contractible auxiliary (He’s playing) uncontractible copula be, (He was sick), uncontractible auxiliary (He was playing) irregular third person (She has one)
influences of morphological development
-Second language- harder to learn if differet from 1st.
learn young!
-dialect
AAE vs GAE
benefites if you can switch between dialects
-language inpariment
verb tense markings
grammatical morphemes -ing
25% accuracy vs 80% accuracy in kids without SLI
syntactic developmet
children’s internalization of the rules of language that govern how words are organized into sentences.
Developed through gradual internalization ot the grammatical system of one’s language.
Syntactic building blocks
discrete combinational system
a FINITE number of discreat elements that allow the child to produce an INFINITE number of sentences.
Three major syntactic achievements
Increase in utterance length
Increase in sentence variety
Declarative, negatives, interrogatives
Development of a complex syntax
utterance length
Mean length of utterance (MLU) # of morphemes per utterance / #of utterances (at least 50)
Speech becomes less telegraphic and more adult like
Sentence modalities
longer utterances produce senteces of various types or modalities pragmatic intent and syntactic organization
1-declarative-make statment
2- negative sentences (no, not, can’t…)
3-interrogatives- ask questions
complex syntax: linking phrases and clauses
Phrase- cluster of words organizd aroung a head
clause- a syntctic structure containing a verb or verb phrase
Table 2.2
phrasal corrdination
connect phrases by using “and”
I put on my hat and my coat.
complex syntax
the use of phrase and clause structures as well as conjunctive devices for ongoing internal structures of sentance.
Table 2.4
