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SLHS 208 > Midterm 4 > Flashcards

Midterm 4 Flashcards

1
Q

what is the role of input in language acquisition

A

SOCIAL INTERACTION. just hearing isn’t enough.

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2
Q

caregiver speech (register we use to talk to babies)

what are the characteristics? (5)

A

-simplified structure (daddy push choo choo)
-simplified words (like tummy - bc some sounds are harder for babies to pronounce)
-exaggerated intonation
-slow rate with pauses (so child can process things better)
-pretending as if it’s a 2-way conversation (as if baby is responding)

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3
Q

what are language acquisition schedule / milestones? (expressive) - 5

A

-cooing
-babbling
-one word
-two words
-telegraphic speech

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4
Q

cooing

A

-vowel like sounds = open mouth syllables
4 months: velar sounds
5 months: can tell the difference some vowels (ba vs ga)

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5
Q

babbling

A

6-8 months: vowel and consonant combinations (bababa)
9-10 months: intonation patterns, nasal sounds (mama)
10-11 months: complex syllable combinations (ma-da-ga

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6
Q

one-word stage

A

12-18 months: recognizable words for objects (they use the same word consistently)
-simplification of sounds: poon for spoon
-holophrastic speech

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7
Q

two-word stage

A

18-20 months: variety of combinations (momma eat) - context needed to interpret meaning.
24 months: understand 1000, produce 200-300 words

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8
Q

telegraphic speech

A

-multiple word speech
-correct word order but no function words (to, the, a)
(daddy go bye-bye) - mostly lexical morphemes

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9
Q

overgeneralization

A

-using the regular rule for irregular words (foots, eated)

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10
Q

overextension

A

-using a word to refer to other related or unrelated but similar thing

ball for anything round: egg, balloon

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11
Q

simultaneous vs sequential bilinguals

A

simultaneous learn both languages at the same time from birth to 3

sequential learned second language (L2) after first language. (usually after age 3)

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12
Q

communicative competence (4)

A

-ability to use language accurately (grammatical competence), appropriately (sociolinguistic competence - what words to use in context), and flexibly

Discourse competence - direct or indirect speech acts, honorifics
Strategic competence - compensating by using other words to describe the word

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13
Q

timing of language milestones of simultaneous bilinguals

A

The onsets of milestones are the SAME for monolingual and simultaneous bilingual infants and toddlers for: babbling, lexical development, and word combinations

Similar to monolingual development, two-word phrases emerge when the bilingual child has enough expressive words (about 50) in one language to begin putting words together

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14
Q

Myth of language delay and bilingualism

A

learning 2 languages at the same time doesn’t cause a delay

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15
Q

Timeline for sequential bilinguals

A

Stage 1 - home language use… speak only in their first language for a few days

Stage 2 - nonverbal period… silent while accumulating receptive knowledge of the second language but not producing words in the second language for a few months

Stage 3 - formulaic language use… use short words or memorized phrases and gestures for about a year

Stage 4 - productive language use… use original combinations of words but may have mistakes (3-5 years from start of learning L2)

Stage 5 - interlanguage use… using both languages (10-12 years from start of learning L2)

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16
Q

Critical period in second language learning

A

Learning a second language is easier as a child.

From age 13-17 (or before puberty)

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17
Q

Teaching methods for second language learning (3)

A
  • Grammar-translation method
  • Audiolingual method
  • Communicative approaches
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18
Q

grammar translation method

A
  • Memorizing vocab/grammar rules
  • Focuses on written language
  • Doesn’t reflect how speakers actually use the language
19
Q

Audiolingual Method

A
  • Drill based
  • Repeating phrases
  • Doesn’t represent how people communicate/interact
20
Q

Communicative Approaches

A
  • executive functions (ex: asking for things)
  • Opportunities for interaction (consider social context)
  • Language learned through trial and error (“safe environment”)
21
Q

What’s the definition of neurolinguistics?

A

“The study of the relationship between language and the brain”

22
Q

broca’s area

A
  • involved in the generation of spoken language and grammar
  • language output
23
Q

wernicke’s area

A
  • involved in speech comprehension and vocabulary
  • language input
24
Q

aphasia

A

-impairment of language function due to localized brain damage
-difficulty producing or understanding language

25
Q

broca’s aphasia

A

“Expressive Aphasia” or “Non-Fluent Aphasia”

Weaknesses:

  • reduced amount of speech (telegraphic speech)
  • slow & effortful
  • Agrammatic speech (frequent omissions of function words like prepositions and inflectional morphemes)
26
Q

wernicke’s aphasia

A

“Receptive Aphasia”

Weaknesses:

  • Fluent speech but difficult to understand (overuse of general terms)
  • Anomia (difficulties finding words)
27
Q

Conduction Aphasia

A
  • Mispronounce words, pauses and hesitations
  • Difficulty repeating what someone says and answering questions
  • Grammar and semantics in-tact
  • Harder to detect this kind of aphasia
28
Q

iconic gestures

A
  • reflect the meaning of what is being said
  • people use these to help them come up with the word:
  1. Acting (ex: pretend to smoke)
  2. Representing (ex: going down stairs, fingers walking down imaginary stairs)
  3. Drawing (ex: a house drawn in the air with fingers)
29
Q

deictic gestures

A
  • Pointing
  • In the current context or to where something was in the past
30
Q

beat gestures

A
  • Aligned to speech prosody (usually on stressed syllables)
  • Used to emphasize parts of what is being said
  • Gestures that occur in a rhythm that matches the speech rate and content of speech
31
Q

Primary Sign language (ASL)

A
  • First language of a group of people who do not use a spoken language with each other
  • Different sign languages exist and are not mutually intelligible (ASL and BSL are different from each other)
  • ASL has nothing to do with English
32
Q

Signed English

A
  • Producing signs that correspond with words in a sentence, in English word order
  • Easier for people who speak English (can be used in educational settings, or by translators/interpreters)
33
Q

What are the three features of the structure of signs?

A
  • 3 dimensions: shape/orientation, location, movement
  • All 3 can impact the meaning of a sign (ex: same shape produced up high has a different meaning if it is produced down low)
  • Meaning of signs NOT the same as gestures of pantomime (mimicking actions)
34
Q

What is the general function of facial expressions in American Sign Language?

A
  • In sign language, facial expressions are used to express both linguistic information and emotions.

Example: eyebrow raise is used to mark general questions in most sign languages. At the same time, signers use the face to express emotions – either their own, or when quoting someone else.

  • Some facial expressions don’t carry emotions
  • the analogy to spoken English tone
  • provide grammatical information
35
Q

spanish

A

Word order: SVO (flexible)

Common Errors: possible misuse of prepositions (in vs. on, or vs. of, with vs. at)

36
Q

mandarin

A

Word order: SVO

Common Errors:

  • No articles (mandarin = i have dog, english = i have a dog)
  • No case or gender differentiated (mandarin = me sister is here, english = my sister is here) (case = where things are in the sentence he she they vs. him her them)
  • No plurals (mandarin = i want three book, english = i want three books)
37
Q

japanese

A

Word order: SOV (flexible)

Common Errors:

  • No articles
  • Misconjugate verbs
  • No plurals
38
Q

African American English (AAE or AAL)

A

Word order: SVO

Common Errors: thinking someone misspoke in English when really they are speaking AAE

39
Q

German

A

Word order: SVO

Common Errors:

  • May make common word choice errors that reflect different concepts in german (ex: the homework is “heavy” rather than “hard”)
  • Present tense verb use
  • Question formation
  • Word order
40
Q

French

A

Word order: SVO

Common Errors:

  • Gendered nouns
  • Her family, his children vs. their family
  • “I eat of the oranges” vs. “I eat oranges”
  • Past-tense: She walk to the store vs. she walked to the store
  • Question Formation: “what means this word?” vs. “what does this word mean?”
41
Q

Portuguese

A

Word order: SVO

Common Mistakes:

  • False cognates: he seems really educate vs. he seems really polite
  • Misconjugating English verbs: he eat the apple vs. he eats the apple
  • Double negatives: we are not eating nothing vs. we aren’t eating anything
42
Q

Arabic

A

Word order: VSO (flexible)

Common Errors:

Nominal Sentences: I happy at school vs. I am happy at school.

Plural Possessives: This backpack Jenny vs. This backpack is Jennys

Plural: 15 kid vs. 15 kids (numbers over 10 lose plural “s” in Arabic)

Indefinite Articles: The kids holding pencil vs. the kids are holding pencils

43
Q

Hebrew

A

Word order: OSV (flexible)

Common Errors:

Indefinite Articles do NOT exist

In english indefinite articles exist.

Example : “I have book” vs. “I have a book.”

Copula “to be” does NOT exist.

In English these are mandatory.

Example : “I tired” vs. “I am tired.”

Adjectives follow nouns.

In English Adjectives precede the noun.

Example : “The ball big” vs ”The big ball.”

SLHS 208 (5 decks)

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