Communication Flashcards
1
Q
Communication
A
is a process that allows organisms to exchange information through verbal and non verbal means (transmit a idea/gesture/action)
2
Q
Chomsky (biological)
A
- formulated LAD
- Children don’t need others to talk to them rather all linguistic knowledge is innate and inbuilt
- proposed the Universal Grammar
3
Q
LAD and 2 assumptions
A
- assumes all language share similarities for sentence construction.
- -> a black language box in the brain which worked by receiving (input) the native language around a child and generate sentences in that language
- 1) we have black box hard wired for language
- 2) grammar is innate
4
Q
Universal Grammar
A
- innate/biological grammatical categories ie noun and verbs that causes entire language development in children
- universal rules that could distinguish grammatical sentences from ungrammatical
- people genetically predisposed to UG so learn language naturally
5
Q
Chomsky Strengths and Criticism
A
Criticism:
- paid little attention to social environment
LAD doesn’t specify where or what it is
- if all predisposed to learn language why do we learn different ones
- no account for differences in languages
Strengths:
- accounts for why we all learn language
6
Q
Bruner (learnt)
A
- parents guide and support children emerging language through interaction via referencing/scatter-folding
- proposed the LASS (support system) which needs LAD vice versa
- involves participation in shared activities where words and meaning develop in routines/activities regularly undertaken
7
Q
Scatter-folding
A
- allows parents to raise expectations about language development
- provides support for language development by focussing children on important features of language (repetition/stress/speed/rhyme –> children books)
8
Q
Referencing
A
- how people manage and direct each others attention by linguistic means e.g joint attention, gesture, repetition
9
Q
LASS
A
- idea that caregivers support their child’s linguistic development in social interaction by interacting an encouraging their child to respond
- Good interaction = learn to take active roles in social situations
- Bad interaction= (deprivation) experience limited interaction early on have subsequent learning difficulties
10
Q
Communication Styles
A
- examine cultural and social aspects of language
- learning to speak depends on culture, socio-ecominc background and gender
- accents, vocabulary, grammar and types of ideas expressed
- forms identity
11
Q
Bernstein
A
- interested in relationship between language style and social class
- children in working class families had language deficit due to only using inferior restricted code as curriculum relies on successful use of elaborative
- middle class children better at switching between codes in right context
- theorised the form of language used by working class (restricted code) in contrast to middle class students (elaborated code) in part explained by their comparative performances at school
12
Q
Restricted Code
A
- convo relied on preserving traditional roles
- short simple sentences/ few descriptive words “and but”
- meaning only makes sense with context
- no abstract ideas
- syntax used looser
- references implicit
“If you’re going to town, get Rupert a new April from you-know-where” (Restricted)
13
Q
Elaborated Code
A
- develop ideas in relation to personal experience
- complex/ precise sentences with logical connectives ie if/unless
- meaning clear from sentence alone
- abstract ideas and future possibilities
- syntax more formal
- references explicit
14
Q
Opposition Bernstein
A
Labov and Malcolm
15
Q
Labov
A
- language styles are just as complex and rule goverened so should be considered different not deficit
- BEV is legitimate dialect rather than substandard version of English and you need to speak in black society in order to succeed (talk language thats spoken in particular place)
