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EDSP 454 (AC) > Kuder Ch.1 > Flashcards

Kuder Ch.1 Flashcards

1
Q

speech

A

the neuromuscular act of producing sounds that are used in language

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2
Q

What are the 3 terms used in describing the language production and language difficulties in children?

A

speech, language, and communication

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3
Q

language

A

a rule-governed symbol system for communicating meaning through a shared code of arbitrary symbols

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4
Q

True or False: Language is unique to humans.

A

true

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5
Q

What are the five components of language?

A
  1. true language communicates thoughts, ideas, & meanings
  2. shared code used by others
  3. consists of arbitrary symbols that have meaning just because we say they do
  4. it is generative, given a finite set of words and rules, you can generate an infinite number of sentences
  5. language is creative; words are added or dropped and some meanings are changed
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6
Q

dialect

A

a verbal departure, or secondary form, of a standard primary language

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7
Q

True or False: Dialects are characteristic of a particular group of speakers with their own charm.

A

true

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8
Q

True or False: “Y’all” is a US southern dialect example.

A

true

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9
Q

“Like, totally for sure” and “Yeah, I grew up in, like, Canoga Park, which is, um, kinda like, near, like, Woodland Hills” is an example of what dialect?

A

Valley Girl Dialect

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10
Q

accent

A

a particular style of pronouncing a language

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11
Q

True or False: Different regions or social groups have different accents.

A

true

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12
Q

An accent of a speaker is an identity of their ____?

A

origin

Ex: ‘warsh’ Cajun Louisiana, ‘New Yawk’ NY, ‘aboot’ Canada

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13
Q

In what order does a child learn and develop the four communication skills?

A
  1. listening
  2. speaking
  3. reading
  4. writing
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14
Q

What percentage of communication effectiveness are non-verbal cues (body language)?

A

55%

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15
Q

True or False: Words make up 37% of communication effectiveness, while tone of voice only contributes 8%.

A

False. A person’s tone of voice contributes 37%. Words play only an 8% role, meaning that WHAT you say is not as important as HOW you say it.

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16
Q

L1 (language label)

A

a person’s first or initial language heard and spoken by an individual

17
Q

L2 (language label)

A

a person whose second language is being learned after experience with a previous L1; can be formally learned in school or informally by traveling, etc.

18
Q

True or False: A person’s L2 is often referred to as their “home language.”

A

False. It is a person’s L1 that is their “home language.”

19
Q

What are the four types of language proficiency?

A
  1. High L1, High L2 (true bilingual)
  2. High L1, Low L2
  3. Low L1, High L2
  4. Low L1, Low L2
20
Q

True or False: Low L1, High L2 is typical of a 2nd language learner.

A

False. High L1, Low L2 is typical.

21
Q

Which of the 4 types of language proficiencies is related to a learning/speech disability or overall low performance?

A

Type 4 - Low L1, Low L2

22
Q

What are the four factors affecting language skills?

A
  1. language
  2. parents/caregivers
  3. instruction
  4. community factors
23
Q

communication

A

the process participants use to exchange information, ideas, means, and desires

24
Q

four elements of communication

A
  1. sender of the message
  2. receiver of the message
  3. shared intent to communicate
  4. shared means of communication
25
Q

How does language affect language skills?

A

current language used at home, L1, informal experiences in L1 & L2, fluency in L1 & L2, birth order/sibling influence

26
Q

How do parents/caregivers affect language skills?

A

parent’s fluency in L1 & L2, level of literacy in L1 & L2, level of articulation, level of education, socio-economic status, ability to support.assist in language of instruction

27
Q

How does instruction affect language skills?

A
  1. teacher-student relationship, attendance, experiences, relationship between L1 and language of instruction at school, years and quality of instruction in L1 & L2, cultural relevance of curriculum, amount of peer socialization
  2. teaching strategies, attitudes, & expectations
28
Q

How do community factors affect language skills?

A
  1. community- demographic diversity, parent’s position, attitude towards student’s culture/language, number of agencies for language assistance
  2. relationship between parent, student, culture, and community
  3. opportunity/support for primary language

EDSP 454 (AC) (3 decks)

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