SPOKEN LANGUAGE CLA Flashcards
Skinners behaviourism
Children acquire language through conditioning - positive/negative reinforcement
Chompskys behaviourism
Children have an innate ability to aquire language though the LAD
Bruners social internationalism
The environment a child lives in/engages with plays a crucial role in language learning
Piagets cognitivism
Language learning is dependant on a Childs cognitive ability and their mental map of the world around them
Virtuous error (Chompsky)
A “mistake” in grammar which has logic behind it
Vygotskys ZPD
The zone of proximal development, where a child is offered assistance in a task which is just beyond their current capability
Micheal Halliday’s 7 functions
Children acquire language because it serves a purpose:
Instrumental function - fulfilling a need
Regulatory function - influencing the behaviour of others
Interactional function - develop relationships
Personal function - personal opinion
Representational function - relay/request info
Heuristic function - explore, learn and discover
Imaginative function - tell stories/create imaginary constructs
Lennenburgs critical age hypothesis
After the age of 8 language cannot be developed properly if a child has no language.
Giles accommodation theory
We can upwardly/downwardly converge our language dependent on who we talk to. We downwardly converge when talking to babies/children.
Cooing
An attempt to make sound
Babbling
The first stage of language, repeated noises
Proto-words
The beginning of developing, a creation of sounds interpreted by the caregiver as a word
Which sounds are most prominent to foetuses?
Vowel sounds
Reflective noises
Reactions to the environment eg crying, burping, sneezing
Jean Burko and Robert Browns fit phenomenon
Suggests that reception outstrips production. Children can distinguish and hear more than they can say. C: “fis” CG:”fis?” G:”no, fis” CG: “fish?” C: “yes!”
Vowel/consonant production
Vowels acquired before consonants. 2.5yrs - acquired all vowels
4yrs - few consonants
6-7yrs - confident in using vowels and consonants
Katherine Nelson
60% of a Childs first 50 words are nouns
1) Naming
2) Action
3) Modifying
4) Social
Alan Cruttenden
Children under the age of 7 are less skilled at interpreting intonation
Overextention
Widening the meaning of a word so it applies not just to the actual object, but other objects with similar properties.
Underextention
Narrowing the meaning of a word, ignoring other objects that fit into that category
Aitchisons stages
1) Labelling - attaching words to objects
2) Packaging
3) Network building
Leslie Rescorlas stages of overextension
Categorical - The name of one member of a category is extended to refer to all members of that category
Analogical - A word for one object is extended to one in a different category
Mismatch - When a child makes a statement about one object in relation to another
Ursula Bellugis negation
Between the ages of 2-3 children learn how to use negation.
Stages:
1) No at the start of a statement “No walk”
2) Adding a personal pronoun “I no walk”
3) Negative embedded in contraction “I don’t want to walk”
The WUG test - Jean Burko
The suffix “-ed” is one of the first and most simple morphemes learnt by children alongside plurals
