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Normal Language Development > Chapter 9 > Flashcards

Chapter 9 Flashcards

1
Q

In regards to language, humans are socialized both:

A

Through the use of language and to the use of language

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2
Q

Characteristics of IDS

A

Higher overall pitch, exaggerated pitch contours, and using a slower tempo when speaking

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3
Q

Is Western ID speech universal?

A

Western ID speech is not universal… the simplifying characteristics of ID are not used in all cultures

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4
Q

How do the Athapaskan adults interact with their children?

A

The Athapaskan adults expect their children to repeat the adult’s words without understanding the meaning behind them, and instead of reformulating the understanding of children’s not-quite-intelligible utterances, they provide a translation to familiarize the children with the conventional and context-specific responses

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5
Q

How to the African American, Samoan, and Kaluli cultures deal with children’s unintelligible utterances?

A

African American, Samoan, and Kaluli cultures ignore children’s unintelligible speech instead of reformulating it or trying to understand the child’s intentions

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6
Q

What is highly child-centered speech?

A

It takes the perspective of the child to foster the child’s understanding and production of speech in communicative exchanges (expanding and extending while maintaining the child’s original meaning and intention)

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7
Q

What is highly situation- centered speech?

A

When the adult expects the child to accommodate to activities and persons within specific communicative situations (no ID speech)

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8
Q

The use of either child-centered or situation-centered speech also varies with:

A

Age

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9
Q

What are dialects?

A

The regional or social varieties of language that differ from one another in terms of their pronunciation, vocabulary, and grammar

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10
Q

What are accents?

A

The varieties of language that differ solely in pronunciation

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11
Q

Dialects develop:

A

During a prolonged period in which people are separated by geographic barriers or social barriers

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12
Q

What are the factors contributing to the creation and maintenance of American English regional dialects?

A
  • Language contact: the process by which speakers of a language other than English shape the pronunciation, grammar, and vocabulary of English in the surrounding area
  • Population movement: the migration of persons from one dialect region to another
  • Expanding transportation and communication networks
  • Shifting cultural centers
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13
Q

What are some American English sociocultural dialects?

A
  • African American Vernacular English (AAVE): comprises the English dialects that many descendants of enslaved persons speak
  • Chicano English
  • Puerto Rico English
  • Miami English
  • Jewish English
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14
Q

What are pidgins?

A

A simplified type of language that develops when speakers who do not share a common language come into prolonged contact

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15
Q

What are creoles?

A

Pidgins become creoles when they are passed down through generations as a first language

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16
Q

What is bilingualism?

A

The process by which children acquire two first languages

17
Q

What is simultaneous bilingualism?

A

When a child acquires two languages from birth, or simultaneously

18
Q

What is a majority ethnolinguistic community?

A

A group that speaks a language the majority of people in the area value and assign high social status

19
Q

What is a minority ethnolinguistic community?

A

A group that speaks a language few people in the community speak or value

20
Q

What is sequential biliingualism?

A

When a child learns two languages in succession (usually within the first 3 years of life)

21
Q

What are the two hypothese on whether children have two separate language systems from the start vs. a single language system that spilts into two?

A
  • Unitary language hypothesis: contends that children are not bilingual until they successfully differentiate between the two languages
  • Dual language system hypothesis: counters that bilingual children establish two separate language systems from the outset of language acquisition (results favor this hypothesis)
22
Q

What is code switching/mixing?

A

When speakers who have more than one language alternate between languages

23
Q

What are the kinds of code-switching?

A
  • Intrautterance mixing: when the alternation occurs within a single utterance
  • Interutterance mixing: when the alternation occurs between utterances
24
Q

What is second language acquisition?

A

The process by which children who have already established a solid foundation in their first language learn an additional language

25
Q

What are the developmental processes and influences on second language acquisition?

A
  • Transfer: the influence of one’s L1 on their L2 development
    Interlanguage: a language system that represents the learner’s evolving second language knowledge, patterns, and rules (language stabilization occurs once the interlanguage stops evolving and language learners reach a plateau in their development)
  • Overgeneralization: refers to situations when a learner incorrectly overextends or applies rules in the second language
  • Formulaic language: describes a learner’s use of certain language routines or phrases that exist as a unit rather than as individual pieces the learner compiles for meaning (knowing phrase meanings vs. actually making them yourself)
  • Avoidance: avoiding using sounds, words, or grammatical structures that the learner finds difficult or does not know
26
Q

English as a second language occurs when:

A

A person who speaks a first language other than English then learns English in the context of an English-speaking country

27
Q

What are the four stages of L2 development?

A
  • Home language stage: children use their home language in the classroom with other children and adults
  • Nonverbal period: children produce little to no language as they begin to acquire their L2 receptively
  • Telegraphic and formulaic use: children begin to imitate other people, use single words to label items, and use simple phrases that they memorize
  • Language productivity: children are not yet proficient speakers of their L2, but their communicative repertoire continues to expand
    - Use simple subject-verb-object sentences
    - Rely heavily on general all-purpose verbs (make, do, and go)
28
Q

What is the nuture-inspired theory of L2 acquisition?

A

Contrastive analysis hypothesis
- Principles: a learner will acquire language structures easily when the structures are similar in the two languages and will experience difficulty acquiring language structures when they differ in the two languages (L1 interference)
- Implications for L2 instruction: find the parts of L2 that differ from L1 and work on those

29
Q

What are the nature-inspired theories of L2 acquisition?

A

Universal grammar
- Principles: an innate and species-specific module is dedicated solely to language and nothing else
Monitor model
Principles
- Acquisition-learning hypothesis: states that two independent systems are crucial to L2 learning performance (the acquired system and the learned system)
- Monitor hypothesis: explains the relation of the learned system to the acquired system
- Natural order hypothesis: suggests that L2 learners acquire grammatical structures in a natural and predictable sequence that does not vary with instruction
- Input hypothesis: states that L2 learners move forward in their competence by receiving input that is just slightly ahead of their current state of grammatical knowledge (their comprehensible input)
- Affective filter hypothesis: states that “filters” exist that may prevent L2 learners from processing input, thus preventing acquisition
- Implications for L2 instruction: ensure that students’ affective filters are “down” and not “up”

30
Q

What does the monitor hypothesis do?

A

Explains the relation of the learned system to the acquired system

31
Q

What does the natural order hypothesis suggest?

A

It suggests that L2 learners acquire grammatical structures in a natural and predictable sequence that does not vary with instruction

32
Q

What does the input hypothesis state?

A

It states that L2 learners move forward in their competence by receiving input that is just slightly ahead of their current state of grammatical knowledge (their comprehensible input)

33
Q

What does the affective filter hypothesis state?

A

It states that “filters” exist that may prevent L2 learners from processing input, thus preventing acquisition

34
Q

What are the interactionist theories for L2 acquisition?

A

The cognitive theory with attention-processing model and the interaction hypothesis

35
Q

What are the principles and implications for L2 learning of the cognitive theory with attention-processing model?

A

Principles
- Automaticy: helps account for how L2 learners can acquire language without truly “thinking” about it
- Meaningful learning: L2 learners assimilate new information into their existing memory structures
- Anticipation of a reward
- Intrinsic motivation
- Strategic investment
Implications for L2 instruction
- Automaticity: teachers should aim to avoid overwhelming students with excess explicit attention to grammar, phonology, and discourse
- Meaningful learning: teachers should design learning to appeal to the student’s interests and academic and career goals
- Anticipation of a reward
- Intrinsic motivation
- Strategic investment

36
Q

What are the principles an implications on L2 learning of the interaction hypothesis?

A
  • Principles: interaction between the learner and other people contributes to communicative success
  • Implications for L2 instruction: focus on communicative strategies
37
Q

What are some characteristics of AAVE?

A
  • Deleting the suffix “-s” and possessive “‘s”
  • Ask becomes aks
38
Q

What is transfer?

A

The influence of one’s L1 on their L2 development

39
Q

What is formulaic language?

A

The use of certain language routines or phrases that exist as a unit rather than as individual pieces

Normal Language Development (10 decks)

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