theory

Question 1

Halliday’s 7 functions

Answer 1

1. instrumental
2. regulatory
3. interactional
4. personal
5. heuristic
6. imaginative
7. representational

Question 2

instrumental (Halliday)

Answer 2

child uses language to express their needs (‘want juice’)

Question 3

regulatory (Halliday)

Answer 3

language is used to tell others what to do (go away)

Question 4

interactional (Halliday)

Answer 4

language is used to make contact with others and form relationships (love you, mummy)

Question 5

personal (Halliday)

Answer 5

use of language to express feelings, opinions and individual identity (me good girl)

Question 6

heuristic (Halliday)

Answer 6

language is used to gain knowledge of the environment (what the tractor doing?)

Question 7

imaginative (Halliday)

Answer 7

language used to tell stories/ jokes and to create imaginary environment

Question 8

representational (Halliday)

Answer 8

use of language to convey facts and information

Question 9

Katherine Nelson

Answer 9

60% of children’s first words are concrete nouns

Question 10

Shriberg’s early 8 sounds

Answer 10

m, b, y, n, w, d, p, h

Question 11

Shriberg’s late 8 sounds

Answer 11

sh, s, th, r, z, l, zh

Question 12

Skinner

Answer 12

• children learn to speak by imitation and reinforcement
• imitation of adult speech
• behaviourist view

Question 13

Bruner

Answer 13

• children learn to speak by social interaction with others
• social interactionist view

Question 14

Bruner LASS:

Answer 14

• social input theory
• LASS (language acquisition support system) has 4 stages
  1. gain attention
  2. query (asking)
  3. label (telling)
  4. feedback

Question 15

Lenneburg

Answer 15

• critical period of language acquisition (3-5)
• child must learn language in a linguistically rich environment

Question 16

Berko and Brown

Answer 16

• ‘fis’ theory: resisting correction
• children are able to understand standard pronunciation before their ability to pronounce it in standard form

Question 17

Cruttenden

Answer 17

divided the acquisition of inflections into the following three stages:

1. children memorise words on an individual basis
2. 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)
3. correct inflections are used

Question 18

Bellugi’s negatives

Answer 18

• 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)

Question 19

Bellugi’s pronouns

Answer 19

• 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

Question 20

Aitchison

Answer 20

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

Question 21

Chomsky

Answer 21

• 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

Question 22

Brown

Answer 22

• 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

Question 23

Piaget

Answer 23

stages of cognitive development
1. sensorimotor (0-2)
- object permanence
2. pre-operational (2-7)
- pretend play
- egocentrism

Question 24

Vygotsky

Answer 24

sociodramatic play (age 4ish)
- role play/ imitation
props as pivots
- using props and imagination

Question 25

Garvey

Answer 25

sociodramatic/ pretend play
- children adopt roles and storylines, inventing objects and settings
- part of Halliday’s imaginative function