Language Development and aquisition Flashcards
Language Aquisition
children learn a language much like they learn to tie their shoes or how to count; through repetition and reinforcement
https://www.continentalpress.com/blog/language-acquisition-stages-ells/
Theories of language development
- Nativist/Innatist perspective (Chomsky)
- Behavioral perspective (Skinner)
- Social Interactionist Theory (Vygotsky)
- Cognitive perspective (Piaget)
Nativist/Innatist perspective (Chomsky)
Language development perspective that states children are born with the ability to learn language
universal grammar
- developed by Chomsky
- a hard-wired set of principles and rules that govern grammar in all languages
- consistent with the fact that the UNDERLYING STRUCTURE of the world’s languages is fundamentally similar
social interactionist theory
- This theory focuses on language structures and the relationship between humans that necessitate the use of language.
- Language is not an innate ability, rather it develops in your interaction with your environment.
cognitive theory
- A theory that emphasizes cognition and mental processes as facilitating language.
- Language is a mental ability
stages of language 1st aquisition
- pre-talking
- babbling
- holophrastic
- two-word
- telegraphic
- multi-word
Behaviorism perspective
- Language can be something that is observed and measured
- behavior can be learned or unlearned, and learning is a result of stimulus and response actions
- operant conditioning: learning is defined as changes in behavior as a result of experiences that occur after a response.
pre-talking stage
- This stage takes place from birth to around six months of age.
- During this time, the child does not speak but is beginning to understand short words and phrases that are central to their needs and interests.
babbling stage
- occurs from around six to eight months old.
- In this phase, the infant begins to “make noises and syllables that are not yet words.
- Physically, teeth begin to appear and the muscles in the mouth required for speech begin to develop.
holophrastic stage
- occurring between nine and eighteen months old.
- During this phase, the infant begins to learn and speak single words.
- In the beginning, these words are strongly centered around basic needs and interests as well as names or identifiers like “mama” and “dada.”
holophrastic stage
- occurring between nine and eighteen months old.
- During this phase, the infant begins to learn and speak single words.
- In the beginning, these words are strongly centered around basic needs and interests as well as names or identifiers like “mama” and “dada.”
two-word stage
- This stage takes place from eighteen to twenty-four months old.
- Once children have developed single-word speech, they begin to pair groups of words together into mini-sentences and phrases like “I want” or “give me.”
telegraphic stage
- takes place from two to three years old.
- Over time, children begin to expand their two-word phrases into short sentences.
- They also begin to utilize lexical morphemes to make the words they use to fit the sentence.
- For example, they understand to use the plural “boys” instead of “boy” when referring to a group of boys.
multiword stage
- Past the age of three, most children fall into this stage
- In this final stage of language acquisition, children now learn to use functional morphemes to change the meaning of the words they use.
- Examples include the words but, in, the, and that.
the stages of second language acquisition
- pre-production
- early production
- speech emergence
- fluency
pre-production stage
early production stage
speech emergence
fluency
Alphabetic principle
the understanding that there are systematic and predictable relationships between written letters and spoken sounds
graphemes
printed or visual symbols that represent phonemes
-ex: A
phoneme-grapheme correspondence
The ability to match phonemes to graphemes
phonics
- the predictable relationship between phonemes and graphemes
- letter-sound correspondence
phonemic awareness
the ability to hear, identify and manipulate the individual sounds in spoken words
How can phonemic awareness be developed?
- identifying sounds
- blending sounds
- segmenting sounds
- deleting or adding sounds
- sound substitution
phonology
the study of speech sounds and how they change depending on certain situations or placements in syllables, words, and sentences
phonetics
the study of speech sounds as they stand in isolation
phonological rules
the way phonologists predict how a speech sound will change depending on its position in various speech environments
morphology
the study of structure and form of words in a language; identification, analysis, and description of the structure of words
Morphemes
The smallest unit of language and functions as the foundation of language
semantics
The branch of linguistics concerned with studying how meaning is constructed and communicated in written or spoken language
semantic levels
- phrasal semantics
- lexical semantics
- conceptual semantics
phrasal semantics
studies the meaning of phrases and words
Lexical semantics
the study of the meaning of individual words, especially in the context of things like metaphor and other literary devices that can alter the meanings of words and phrases.
conceptual semantics
the dictionary definition of a word before any context is applied
pragmatics
the study of implied or inferred meaning or the social aspect (interaction) of language
syntax
examination of various ways that words combine to create meaning, the study of how sentences are formed
Irregular and High Frequency words
words that appear frequently in printed English but are not readily decodable in the early stages of reading instruction
Ex: younger students: who, two, too
Ex: older students: their, where
decoding
understanding how to read each letter, and pattern in a word to determine “Word Meaning”
