Language Flashcards
language
arbitrary symbol system that is socially agreed upon and is rule governed
can be spoken, written or manual symbol system
human capacity for language
intrinsic
intrinsic language
acquired with universal regularity
occurs very early developmentally
despite most environments
specialization for language
speech organs
speech breathing
specialized brain areas
speech organs
dual purpose of organs for survival and for producing sound of our language
tongue teeth lips soft palate nasal passages larynx
speech breathing
different set of muscles, lung pressure, changes in exhalation timing
inhalation/exhalation same amount of time
specialized brain areas
areas dedicated to language not seen in other species
iconic symbol
look or sound like what they represent; transparent; crunch, sizzle, buzz or manual signs of drink, fish etc.
arbitrary symbols
most words
communication
attempts expression and comprehension of some content using conventional means appropriately
shared activity
has goals and functions
goals and functions of communication
instrumental
gain information
give information
regulatory
social-interpersonal
hypothesize/imagine/speculate
persuasion
linguistics
study of nature and use of language
descriptive
psycholinguistics
study of mental processes and representations involved in language comprehension and production
prescriptive
grammar
mental system that allows humans to form and interpret sounds, words and sentences of their language
grammar components
phonetics
phonology
morphology
syntax
semantics
phonetics
articulation and perception of phonemes
phonology
patterning and organization of phonemes
morphology
word formation
syntax
sentence formation
semantics
meaning of words and sentences
linguistic competence
knowledge of our language system
universality
linguistic performance
how we use this (particulars) knowledge in actual (observed behavior) speech/language production and comprehension
universality
shared by all languages
particulars
specific to given languages
fundamental claims of linguistics
generality
parity
mutability
inaccessibility
universality
generality
all language have grammar
parity
all grammars are equal
mutability
all grammars change over time
inaccessibility
grammar knowledge is subconscious
universality (grammar)
all grammars have similarities
dialect
language rule system of a group that varies from the rule system of an ideal standard
speech differences
language differences
accent
characteristics of speech or variations in pronunciation
speech differences only
register
situationally influenced language variation
vernacular
informal intimate register
regional dialect
based on geographic area
southern
new england
mid western
social dialects
based on class, ethnicity. educational level, occupation, religion
African american English
Chinese American English
combination of regional and social dialects
account for variations in language
idiolect
individual dialect
perceived view of how we sound
what alters idiolect
speech history
degree of speech control
style switching
formal to informal
understanding of register
code switching
from one language to another
Incorrect: presence of dialect differences will result in
lack of verbal capacity
poor school performance
reflect decrease in ability to reason and logically
theoretical approaches to dialects
deficit approach
socio-linguistic approach
deficit approach
single ideal
other dialects inferior
simplistic, less developed
socio-linguistic approach
all dialects are equal
have complex developed language rules
bilingualism-bidialectism
fluent in 2 languages
uses 2 languages on daily basis
17% pop is bilingual
2 strong bilingual areas
southern Florida (spanish/English)
quebec province (French/English)
language socialization
process of integrating more than one language and culture
pidgin
simplified language created when two groups do not share a language
creole language
pidgin language becomes language of community
monosyntactic reduction
creole vernacular language
developed because of contact between two groups with unintelligible language
mixed languages
clearly identifiable source languages
etymological split
michif
500-700 native speakers
indigenous language of Metis in Canada, North Dakota
cree verbs, French nouns. cree verb forms, no reduction in morphosyntax
simultaneous acquistion
2 languages prior to the age of 3
acquired at rate comparable to mono-lingual child
discrimination of 2 languages at 8 months instead of 1 like monolingual child
language mixing
slow separation and increased awareness
stages of simultaneous acquisition
2 separate lexical systems
2 lexical systems with same syntactic rules
lexical system and syntactic rules from each
successive acquisition
1 language at home and 1 with peers usually in school
begin to learn English around 5, 3 if attend preschool
master comprehension before expression
stages of successive acquisition
child uses L1 in L2 environment
non verbal stage- says little; working to comprehend
speaking - single words, short phrases, high frequency statements
English used creatively in conversation and in academics 3-5 yrs
cross adoption
attrition L1 while learning L2
first language lost in 3-6 months
after 8-10 most must learn new sound system
lag behind in development of second language
after 2 yrs if adopted prior to 2 yo will have skills of monolingual children
impact of bilingualism on cognition
superior ability
classification of objects
concept formation
creativity
memory
metalinguistic awareness
problem solving
role playing
science concepts
social sensitivity
comprehension of complex instructions
