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English - Lang and Representation > CLA - Speaking > Flashcards

CLA - Speaking Flashcards

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Proverbs and Idioms flashcards
1
Q

Explain the pre verbal stage

A
  • After birth, a child’s pre-verbal stage can be broken down into sub-sections.
  • 1st noise a baby will make is crying. Often physical reason for this - hunger, thirst, discomfort.
  • Through crying, baby can exercise vocal cords and begin to understand that making a noise will gain the attention of people.
  • 1st stage in understanding the nature of discourse and interaction with others.
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2
Q

What will happen if a crying baby (hunger, discomfort) does not receive attention?

A

The baby will eventually stop crying as it knows it will not get what it needs.

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3
Q

What is cooing?

A
  • feature of the pre verbal stage
  • starts around 2 months old, baby is starting to experiment with noises that can be made when the tongue and back of the mouth come into contact.
  • These noises are distinct from crying and more experimental.
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4
Q

What is babbling?

A
  • feature of pre verbal stage
  • starts around 6 months old and resembles the vowel and consonant sounds with which we are familiar in spoken language.
  • e.g. ‘baba’, ‘bobo’
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5
Q

What is reduplicated babbling?

A
  • feature of pre verbal stage

- this is simpler and appears first. It involves a baby creating the same sound – eg: ba ba ba ba ba

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6
Q

What is variegated babbling?

A
  • pre verbal stage feature
  • Emerges slightly later and involves variation in consonant and vowel sounds being produced.
  • still does not sound like recognisable words as a whole, E.g. daba, manamoo.
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7
Q

Explain the holophrastic stage

A
  • child’s 1st word likely to be said around 12-18 months old.
  • usually when a child conveys a whole sentence worth of meaning in a single word and labels things in the world around them.
  • Child deliberately conveying meaning through single word choice, differentiating it from the babbling stage before this.
  • 1st word is often mama (mummy) or dada (daddy).
  • large proportion of 1st words are concrete nouns.
  • child relies on non-verbal communication to clarify intended meaning to caregivers, will use gestures/facial expressions or general noises, e.g. pointing, frowning.
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8
Q

What are proto words?

A

made up words child will use to represent a word that they might not be able to say yet or pronounce e.g. ‘nana’ might be used for banana, ‘dada’ for daddy, ‘mama’ for ‘mummy’.

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9
Q

What is ‘articulatory ease’?

A

Some children acquire sounds before others and this is down to ‘articulatory ease’ and ‘perceptual discriminability’ - how easy it is for child to create sounds and how distinctly they hear specific sounds.

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10
Q

List the non standard phonological features (phonological development):

A
  • Reduplicated words
  • diminutives
  • substitution
  • assimilation
  • deletion
  • consonant cluster reductions
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11
Q

What are reduplicated words?

A
  • characterised by a repeated syllable e.g. moo-moo (cow), baa baa (blanket/sheep), do do (dummy)
  • use starts decreasing at around 2 years old and the use generally stops around 2.5 years.
  • adults use this language with young children to help them improve communication.
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12
Q

What are diminutives?

A

these reduce the scale of the object by addition. A common example is “doggie” which is a phonetically easier word for a child and more appealing to say than ‘dog’

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13
Q

What is substitution?

A
  • The process of swapping 1 sound for another (that is easier to pronounce.)
  • e.g. stopping process:
  • ‘church’ = ‘turt’
  • ‘sing’ = ‘ting’
  • ‘zebra’ = ‘debra’
  • ‘thing’ = ‘ting’
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14
Q

What is assimilation?

A
  • Where 1 consonant or vowel is swapped for another.

- e.g. ‘doggie’ becomes ‘goggie’ and ‘rabbit’ becomes ‘babbit’

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15
Q

What is deletion?

A
  • Omitting a particular sound within a word (final consonant or weak syllable).
  • do(g), cu(p)
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16
Q

What are consonant cluster reductions?

A
  • Reducing phonologically more complex units into simpler ones, from two (or more) consonants down to one.
  • e.g. ‘spider’ = ‘bider’, ‘blue’ = ‘boo’, ‘school’ = ‘kool’
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17
Q

Explain the 2 word stage

A
  • around 18 months child starts putting 2 words together to convey meaning, e.g. ‘mummy sit’. Utterance more refined than earlier holophrases as potential meaning is narrowed. Child may mean ‘mum, sit next to me’.
  • need for non-verbal communication less essential. Starting to understand grammar for 1st time as they understand link between 2 words.
  • ‘vocab spurt’, from about 18 months onwards a cognitive change occurs in them.
  • gain a ‘naming insight’ as they are starting to realise all things around them have a name.
  • by age 2 should acquire around 300 words.
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18
Q

Explain the telegraphic stage

A
  • around age 2 child will produce longer more complex utterances. Speech included key content words within the sentence to convey meaning.
  • children likely to omit grammatical words required for structural accuracy but not to convey meaning
  • e.g. child may say ‘me going to park’ rather than correct ‘I am going to the park’
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19
Q

List the key theorists/theories in CLA:

A
  • B.F Skinner, behaviourism
  • Noam Chomsky, nativism
  • Piaget, stages of development
  • Jerome Bruner, social interactionism
  • Leo Vygotsky, scaffolding
  • Michael Tomasello, cognitive/usage based linguistics
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20
Q

Explain Skinner’s theory of behaviourism

A
  • all behaviour is result of conditioning we experience rather than any freedom of choice.
  • children learn through imitation and introduced operant conditioning (spontaneous behaviour which will affect future behaviour)
  • positive/negative reinforcement: if child uses grammatically correct sentences, mother may praise child and child is more likely to speak like this again as result of + reinforcement.
  • negative reinforcement may occur when child uses incorrect grammar and mother may not praise (or correct) child so child is less likely to say this utterance again.
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21
Q

What are the criticisms against Skinner’s theory of behaviourism?

A
  • children more likely to be corrected on truth value rather than linguistic accuracy, - reinforcement does not occur. E.g. child: ‘we runned away from the nursery,’ parent likely to question if child is telling the truth rather than correcting verb ‘runned’ to ‘ran.’
  • ev showing children do not respond to correction and it can hamper lang development.
  • children do not suddenly speak grammatically correct sentences if imitating those around them.
  • they build up their language gradually, refining how they speak.
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22
Q

Explain Chomsky’s theory of nativism

A
  • opposed Skinner’s behaviourism.
  • introduced concept of Language Acquisition Device (LAD), went against traditional view that human brain is ‘blank slate’ (Aristotle).
  • Brain has natural ability to learn lang.
  • term ‘universal grammar’ used in relation to theory to describe global capacity for children to learn langs in similar ways.
  • similarities in langs and grammatical structures used as evidence of innate system.
  • ‘virtuous errors’ used as justification for LAD. Child makes errors as they try to apply rules recognised from lang around them.
  • e.g. child may say ‘I swimmed’ and are logical in formation of past tense and regular ending.
23
Q

What are the criticisms towards Chomsky’s theory of nativism?

A
  • does not place sufficient importance on role of the caregivers to influence lang acquisition.
  • Evidence suggests children who lack exposure to lang never really catch up with lang acquisition.
  • e.g. Genie between ages 20 months and 13 years locked up by father and exposed to no social interaction. When discovered (1970) found to have no speech. Despite intervention, unable to acquire languages beyond basic level.
24
Q

Explain Piaget’s theory of stages of development

A
  • proposed stages which children progress as lang and thoughts mature.
  • focused on cognitive development suggesting at the core of child’s development of understanding is the learning a child undertakes.
  • children would not develop until stages of cognitive development are reached.
  • 4 stages:
    Sensorimotor stage (0-2)
    Pre-operational stage (2-6/7)
    Concrete operational stage (6/7-11/12)
    Formal operational stage (11-16+)
25
Q

Explain the sensorimotor stage of development (Piaget)

A
  • around 0-2 years old
  • child starts interacting with environment using senses and movement.
  • Remains egocentric and understanding of ‘object permanence’ appears.
26
Q

Explain the pre-operational stage of development (Piaget)

A
  • around 2-6/7.
  • child learns to speak and develops imaginative focus.
  • in play become capable of representing world symbolically.
  • remains egocentric and struggles to understand other POVs other than own.
  • start questioning frequently and try developing an understanding of things.
27
Q

Explain the concrete operational stage of development (Piaget)

A
  • around 6/7-11/12
  • child stops being egocentric and begins to be able to understand the POVs of others.
  • become more capable of logical thought.
28
Q

Explain the formal operational stage of development (Piaget)

A
  • around 11-16+

- no longer a problem with logical thought and thinking becomes increasingly abstract.

29
Q

Explain Bruner’s theory of social interactionism

A
  • rejected Chomsky’s LAD, focused on child’s interaction with caregivers as key to development.
  • proposed ‘Language acquisition support system’ (LASS) referring to caregivers and other important participants in child’s life.
  • way caregivers question, encourage and support child through scaffolding enables children to gradually develop speech.
  • focused on quality input from caregivers to facilitate learning.
  • e.g. if child seen image of zebra and called it a horse, caregiver offering support may explain difference between the two animals so the child is able to differentiate in future.
30
Q

Explain Leo Vygotsky’s theory of scaffolding

A
  • suggested importance of ‘doing’ for child to develop and importance of caregiver acting as a ‘more knowledgeable other’ (MKO).
  • adult (or older child) can direct child to move within ‘zone of proximal development’. - this is the area just beyond what a child is able to do already, so caregiver provides support, or scaffolding, for the child to venture beyond their current level of ability, whether in language use or academically.
31
Q

Explain Tomasello’s theory of cognitive / usage based linguistics

A
  • outlines ‘usage based’ model of lang acquisition and development, against idea of lang being a special instinct.
  • ability to learn lang primarily social (human nature to be cooperative) and relies on same cognitive processes used with other forms of learning, e.g. walking, drawing etc.
  • 9-12 months child uses pattern-forming ability enabling them to learn different forms and functions of single words.
  • children build generalisations of how words form constructions or schemas.
  • ‘bottom up’ approach with child actively building and using templates for grammatical structures based on interaction with caregivers.
32
Q

What are the environmental factors which affect how the language of a child develops?

A
  • Child directed speech (CDS)
  • pragmatics (the importance of politeness)
  • importance of play
  • discourse
33
Q

What is Child Directed Speech (CDS)

A
  • The various ways in which caregivers unconsciously talk to children to aid in their lang.
  • This might have been described as “baby talk” in the past but this has connotations with parents over simplifying their grammar and talking in a childish voice.
  • CDS covers more than this .
34
Q

List the key features of CDS:

A
  • higher or melodic pitch
  • More frequent or longer pauses
  • Slower and clearer speech
  • Repetition
  • Grammatically simpler sentences
  • Expansion where the caregiver might elaborate on the utterance given by a child.
  • Recasts: where the caregiver might repeat a child’s utterance but provide a correct version of what the child had said (eg. If a child said, “I runned” the caregiver might then recast the utterance and say, “you ran?”). Thus demonstrating the correct form without explicitly correcting the child.
35
Q

What is expansion?

A
  • where a caregiver might develop the child’s utterance to make it more grammatically complete.
36
Q

What is recast?

A
  • the grammatically incorrect utterance of a child is spoken back to the child but in the correct form
37
Q

What is a mitigated imperative?

A
  • an instruction given in such a way that it does not appear to be a command but more a gentle question.
    • E.g. ‘could you pass me that water bucket please?’
    • ‘shall we eat now?’
38
Q

How are pragmatics an environmental factor in a child’s lang development?

A
  • linked to the importance of politeness (politeness features) which are taught and encouraged at a young age.
  • these elements of social interaction begin when a child starts engaging in conversation and interacts with others:
  • use of certain words, e.g. ‘please, thank you, excuse me’
  • asking for permission
  • not shouting at friends and family
  • not using taboo lang, e.g. ‘poo, bum, shut up etc’
39
Q

How is the importance of play an environmental factor in a child’s language development?

A
  • spending time alongside other children/family will engage child in play which will support language.
  • Vygotsky states social interaction is critical in developing understanding and play facilitated learning.
  • Catherine Garvey published ‘Play, the Developing Child’ saying there is value on pretend play (tea-party scenario) to help vocab.
  • Susan Ervin Tripp: children must work together in ways which do not occur in child-adult interactions.
40
Q

Explains how discourse is an environmental factor in a child’s language development

A
  • peekaboo is one of the 1st ways child engages in discourse and turn taking. No words needed but as they grow, likely they will say ‘here I am…’ in response to ‘where’s..’
  • how children start responding to turn taking and nature of conversation.
  • child becomes familiar with question and answer adjacency pairs. IRF structure (initiation, response, feedback) suggested by Sinclair and Coulthard (1975) as a way of analysing education discourse.
41
Q

List the 7 functions M.A Halliday identified that may help a child develop lang?

A
  • by having an incentive to use lang, child is further motivated to use lang:
  • instrumental
  • regulatory
  • interactional
  • personal
  • heuristic
  • imaginative
  • representational information
42
Q

What is the instrumental function? (M.A. Halliday)?

A
  • where the child is trying to fulfil a need (asking for a drink, asking for a snack etc).
43
Q

What is the regulatory function (M.A. Halliday)?

A
  • used to control the behaviour of someone (telling the caregiver where to sit etc).
44
Q

What is the interactional function (M.A. Halliday)?

A
  • used to deliver relationships with others (telling a sibling you love them, telling a classmate that they are their best friend etc).
45
Q

What is the personal function (M.A. Halliday)?

A
  • used to express views and preferences (me no like that….)
46
Q

What is the heuristic function (M.A. Halliday)?

A
  • used to explore the world around them (What you doing mummy, what is that daddy?)
47
Q

What is the imaginative function (M.A. Halliday)?

A
  • used to explore something creatively during play (let’s pretend, imagine if).
48
Q

What is the representational function (M.A. Halliday)?

A
  • used to exchange information: to give or receive information (I’ve got something to tell you, can I speak to you).
49
Q

Do parents in Papa New Guinea use CDS?

A
  • no, they don’t do what many other parents do.
  • contrary to what we may think, their children develop lang at the same rate.
  • their children learn through witnessing social interaction: supports Chomsky’s theory of nativism, we are hard-wired to make sense of what we hear.
50
Q

What is the language acquisition support system (LASS)?

A
  • system as proposed by Bruner - caregivers and other individuals who play a role in a child’s language development
51
Q

What is scaffolding?

A
  • The support provided by caregivers through modelling how speech ought to take place in order to help the child’s language development.
52
Q

What is the zone of proximal development (ZPD)?

A
  • describes area between what a child can already do and that which is beyond their reach
  • the area into which the caregiver might enable the child to progress by offering necessary support or scaffolding to facilitate learning.
53
Q

What is the WUG test?

A
  • The WUG test was developed by Jean Berko and established that children are able to apply generalised grammar rules to made-up examples.
    • Supports the idea of a ‘universal grammar’, supports Chomsky’s nativism.
    • E.g. ‘This is a WUG, now there is another one. There are 2 of them. There are 2…’

English - Lang and Representation (7 decks)

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