theory Flashcards
Halliday’s 7 functions
- instrumental
- regulatory
- interactional
- personal
- heuristic
- imaginative
- representational
instrumental (Halliday)
child uses language to express their needs (‘want juice’)
regulatory (Halliday)
language is used to tell others what to do (go away)
interactional (Halliday)
language is used to make contact with others and form relationships (love you, mummy)
personal (Halliday)
use of language to express feelings, opinions and individual identity (me good girl)
heuristic (Halliday)
language is used to gain knowledge of the environment (what the tractor doing?)
imaginative (Halliday)
language used to tell stories/ jokes and to create imaginary environment
representational (Halliday)
use of language to convey facts and information
Katherine Nelson
60% of children’s first words are concrete nouns
Shriberg’s early 8 sounds
m, b, y, n, w, d, p, h
Shriberg’s late 8 sounds
sh, s, th, r, z, l, zh
Skinner
- children learn to speak by imitation and reinforcement
- imitation of adult speech
- behaviourist view
Bruner
- children learn to speak by social interaction with others
- social interactionist view
Bruner LASS:
- social input theory
- LASS (language acquisition support system) has 4 stages
1. gain attention
2. query (asking)
3. label (telling)
4. feedback
Lenneburg
- critical period of language acquisition (3-5)
- child must learn language in a linguistically rich environment
Berko and Brown
- ‘fis’ theory: resisting correction
- children are able to understand standard pronunciation before their ability to pronounce it in standard form
Cruttenden
divided the acquisition of inflections into the following three stages:
- children memorise words on an individual basis
- show an awareness of the general rules of inflections. observe that past tense forms usually end in –ed so instead of ‘ran’ they say ‘runned’ (overgeneralisation)
- correct inflections are used
Bellugi’s negatives
- stage 1: (2 yrs)
uses ‘no’ or ‘not’ at beginning of sentence (no sit there) - stage 2: (2 yrs 3 months)
moves negatives inside sentence
(you not dance, me didn’t want) - stage 3: (2 yrs 9 months)
attaches negative to auxiliary verbs and are standard (that wasn’t me, I didn’t catch it)
Bellugi’s pronouns
- stage 1: child uses own name (Tom play)
- stage 2: child recognises I/me pronouns (I play toy, me do that)
- stage 3: standard pronoun use, subject verb object
Aitchison
stage 1: labelling
- linking words to objects
stage 2: packaging
- exploring the labels and what they can be applied to (overextension often occurs)
stage 3: network building
- making connections between words, synonyms e.g. fat, wide, broad
Chomsky
- capacity for language is innate
- language acquisition device (LAD) is. a pre-programmed mechanism with the ability to acquire grammatical structures
- children learn rules from LAD and apply it
- may lead to overgeneralisation
Brown
- studied order of acquisition of inflections
1. -ing
2. plural -s
3. possessive -s
4. past tense -ed
5. 3rd person verb ending -s
6. auxiliary verbs
Piaget
stages of cognitive development
1. sensorimotor (0-2)
- object permanence
2. pre-operational (2-7)
- pretend play
- egocentrism
Vygotsky
sociodramatic play (age 4ish)
- role play/ imitation
props as pivots
- using props and imagination
Garvey
sociodramatic/ pretend play
- children adopt roles and storylines, inventing objects and settings
- part of Halliday’s imaginative function
