SLD- Ch 1 And 2 Flashcards
COMMUNICATIVE COMPETENCE
WHEN A SPEAKER IS SUCCESSFUL IN COMMUNICATING INFORMATION
LINGUISTIC FEATURES
SPEECH AND LANGUAGE, READING AND WRITING, SIGN
EXTRALINGUISTIC FEATURES
PARALINGUISTIC, METALINGUISTIC, NONLINGUISTIC
PHONEMES
SPECIFIC SOUNDS
LANGUAGE
A SOCIALLY SHARED CODE OR SYSTEM FOR REPRESENTING CONCEPTS THROUGH THE USE OF ARBITRARY SYMBOLS AND RULE-GOVERNED COMBINATIONS OF THOSE SYMBOLS
NONLINGUISTIC CUES
GESTURES, BODY POSTURE, FACIAL EXPRESSION, EYE CONTACT, HEAD AND BODY MOVEMENT, AND PHYSICAL DISTANCE OR PROXEMICS CONVEY INFO WITHOUT USE OF LANGUAGE
METALINGUISTIC ABILITIES
READING AND WRITING
PARALINGUISTIC ELEMENTS, SUPRASEGMENTAL DEVICES
ADD “ATTITUDE” AND “EMOTION” TO VERBAL
INTONATION
USE OF PITCH FOR MEANING
STRESS
FOR EMPHASIS; CHANGES THE MEANING
METALINGUISTIC SKILLS
THE ABILITY TO CRITICALLY THINK ABOUT AND ANALYZE LANGUAGE
GENERATIVE
SPEAKERS CREATE OR GENERATE MEANINGFUL UTTERANCES BASED ON THE RULES
PHONOLOGY
CONCERNED WITH THE RULES GOVERNING THE STRUCTURE, DISTRIBUTION, AND SEQUENCING OF SPEECH SOUNDS AND SYLLABLES
PHONEME
SMALLEST LINGUISTIC UNIT OF SOUND THAT CAN SIGNAL A DIFFERENCE IN MEANING; ENGLISH HAS 43
ALLOPHONES
DIFFER SLIGHTLY BUT ARE STILL RECOGNIZED AS THE SAME PHONEME
MORPHOLOGY
THE INTERNAL ORGANIZATION/STRUCTURE OF WORDS
MORPHEMES
SMALLEST, INDIVISIBLE, GRAMMATICAL UNIT
FREE MORPHEMES
WORD THAT CAN STAND ALONE (I.E., CHAIR, PAPER, WALK, WAVE, ETC.)
BOUND MORPHEMES
PREFIX/SUFFIX THAT MUST BE ATTACHED TO A FREE MORPHEME (I.E., UN, PRE, NON, ING, ED, S, ETC.)
DERIVATIONAL
PREFIX/SUFFIXES CAN CHANGE THE GRAMMATICAL CLASS OF A FREE MORPHEME (I.E. FAST, ADJECTIVE; FASTING, A VERB)
INFLECTIONAL
SUFFIXES ONLY, CHANGE THE STATE OF A WORD (I.E., WALK VS. WALKED)
SYNTAX
- RULES FOR SENTENCE STRUCTURE AND GRAMMATICAL ORDER
- ESTABLISHES CORRECT/INCORRECT SENTENCE STRUCTURE
- ORGANIZED BY FUNCTION (I.E., STATEMENTS VS. QUESTIONS
SEMANTICS
DEALS WITH THE MEANING OF WORDS AND WORD COMBINATIONS
SEMANTIC FEATURES
CHARACTERISTICS THAT ARE TRUE OF A WORD/CONCEPT
SEMANTIC RESTRICTIONS
FEATURES THAT ARE NOT RUE AND PROHIBIT OR RESTRICT THEIR USE
DISTINCTIVE FEATURE ANALYSIS
WORD FEATURES ARE DESCRIBED AS BEING PRESENT/TRUE (+) OR ABSENT/UNTRUE (-)
PRAGMATICS
THE STUDY OF LANGUAGE IN CONTEXT; A COMMUNICATIVE TOOL FOR MEETING SOCIAL NEEDS, INTENTIONS; SOCIALLY ACCEPTABLE PRACTICE
ACCENT
PRONUNCIATION OR SPEECH CHARACTERISTICS OF A LANGUAGE, INCLUDING PROSODY
DIALECT
LANGUAGE AND SPEECH DIFFERENCES; THE RESULT OF THE ENVIRONMENTAL MODELS CHILDREN ARE EXPOSED TO
Generative or Nativist approach
assumes that children are able to acquire language because they are born with innate rules or principles related to structures of human languages; assume it is impossible for children to gain linguistic knowledge from the environment because input is limited and full of errors and incomplete information.
language acquisition device (LAD)
Assumption that language is a universal human trait, present in each human at birth in a location of the brain; Chomsky
Roger Brown
determined that none of the GENERATIVE OR NATIVIST models explained language development; no evidence that children used, or even needed, adult‐like linguistic categories and rules to acquire language
semantic‐cognitive basis
Linguists concluded that universal grammar did not account for acquisition of all languages
semantic‐syntactic
children’s early language correspond closely to categories of infant and toddler sensory‐motor cognition
Constructionist or Empiricist Theory
Children learn linguistic knowledge from their environment. NURTURE; Language is composed of constructions or symbol units that combine form and meaning through the use of morphemes, words, idioms, and sentence frames; Skinner
linguistic constructions
Children rely on general cognitive mechanisms.
child directed speech
A parent’s adapted way of speaking to a child
intention‐reading
attempt to understand the communicative significance of an utterance
pattern‐finding
create the more abstract dimensions
Emergentism
Language acquisition is a cognitive process not completely explained by either theory; Language as a structure developed from existing interacting patterns in the human brain
Observer paradox
absence of an observer may result in unusable data, but the presence of an observer may influence the language obtained
Quantitative measures
tests, discrete skills, numbers of data
Qualitative measures
language sample, observation, +/- skills, pragmatics
universality
attempt to determine which aspects of language appear in all languages.
linguistic specificity
attempt to determine whether development is the result of universal cognitive development or unique linguistic knowledge
Studies of relative difficulty
look for language development differences that may be explained by the ease or difficulty of learning structures and forms in different languages.
Studies of acquisitional principles
try to find underlying language‐learning strategies used in different language learners
Linguist
describes language symbols and how rules for the symbols form structures
Psycholinguist
study how people form and understand language
Sociolinguist
studies rules and function of language against SEC, Culture, etc. and empathizes why social interactions are important to language development
