Theories Flashcards
Tomasello usage based approach
2003
- Language is not an instinct and adult input is needed
- Pattern finding - slot and frame
In books
-it may be a starting point but children need more.
Piaget
-language develops as children experience and question their environment
-develops as understanding develops, child cannot use the word smaller until understanding concepts of size and scale
-object permanence
-seriation - shape, colour, size=comparative adjectives
-egocentrism and decentering=povs
Vygotsky
Zone of proximal development
-adult input - scaffolding
-against=some cultures eg Sama don’t promote special interaction and children grow up fine.
-for=play activities develops vocab, pragmatics
Bruner social interactionist
-Interaction is vital in helping children learn language and practical realities of communication
-scaffold lang development and provides Language Acquisition Support System (LASS)
-children learn from play and ritualised activities
Skinner Behaviouralist theory
-positive and negative reinforcement
-imitation
-for=imitate dialect, told right words for things
-against=aren’t always corrected by parents, hear ungrammatical language around them and still learn language, correction might slow development, can imitate but need meanings, research conducted on rats…
Noam Chomsky (1965)
-born with the ability to learn grammatical functions- universal grammar
-children reach different stages of lang at the same time regardless of level of interaction they receive
-Language Acquisition Device (LAD) enables us to learn language regardless of cultural environment. It is a natural process up to 6yrs old - Lenneberg critical period hypothesis
-for=resist correction- fis phenomenon, children do experience stages at the same pace, produce correct language when improving eg Wug experiment, virtuous errors
-against=over generalised,need input eg pragmatics, children deprived from lang can’t achieve complete communicative comprehension
Haliday (1975) 7 functions
Instrumental
Regulatory
Interactional
Personal
Representational
Heuristic
Imaginative
Hallidays funtions:
Instrumental
Want / need - usually happens first
Halidays functions:
Regulatory
Behaviour eg ‘push me’
Halidays functions:
Interactional
Relationships eg ‘hello’
meaningless conversation
Halidays functions:
Personal
Preferences and identity
Halidays functions:
Representational
Informative ‘I got a new doll’
Halidays functions:
Heuristic
Explore environment
Questions & answers
Commentary in play
Halidays functions:
Imaginative
Songs, play, books, jokes
Berko & Brown fis phenomenon
1960
Child was asked to name fish and says fis but understands they’re pronouncing it wrong.
Child’s comprehension is more advance than physiological capacity
Phonological errors:
Deletion
Deleting letter and adding another sound
Cu rhymes with Du
Phonological errors:
Substitution
Substituting one sound with another
Dip - ship
Dat - that
Phonological errors:
Addition
Adding sound
Dog - doggie
Phonological errors:
Phonological errors:
Assimilation
Lellow - yellow
Switching letters
Phonological errors:
Reduplication
Choo choo
repeating syllables
Phonological errors:
Constant cluster reductions
Fige - fridge - consonant sounds together
Phonological errors:
Deletion of unstressed syllables
Nana - banana
Rescorla over extensions
Analogical - extending label to how functions are perceived eg calling scarf a cat
Categorical - Child calls all colours blue
Mismatch/ predicate - associations saying doll when looking at cot
