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65 Cards in this Set
- Front
- Back
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Behavioral viewpoint of language |
language is defined as a form of social behavior that is shaped and maintained by the verbal community |
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Linguistic viewpoint of language |
Language as (1) a code or system of symbols that (2) represents concepts (3) formed through exposure and experience |
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morphology |
study of word structure |
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Linguistics |
study of language, its structure, and rules that govern these structures |
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1 morphology 2 syntax 3 semantics 4 pragmatics 5 phonology |
subfields of linguistics |
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morphology |
describes how words are formed out of more basic elements of language |
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morphemes |
smallest meaningful units of language |
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Free, base, or root morphemes |
words that have meaning |
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free, base, or root morpheme |
words that cannot be broken down into smaller parts |
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free, base, or root morpheme |
words that can have other morphemes added to them |
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bound or grammatical morphemes |
words that cannot convey meaning by themselves |
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bound or grammatical morphemes |
must be joined with free morphemes in order to have meaning |
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prefixes and suffixes |
subcategories of bound morphemes |
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prefix |
bound morphemes added at the beginning of a base morpheme |
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suffix
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bound morpheme added at the end of a base morpheme |
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allomorphs |
a variation of morphemes; does not alter the meaning of the morpheme |
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derivational morphemes |
includes prefixes and suffixes changes whole classes of words |
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inflectional morphemes |
bound morphemes that are suffixes only |
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inflectional morphemes |
can change the state of or increase the precision of the free morpheme |
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inflectional morphemes |
plural -s and past tense -ed are under what kind of bound morphemes |
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morphology |
describes the rules of morphemes as modifying structures |
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rules of syntax |
dictates sentence meaning conveyed by the order of the words in a sentence |
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syntax and morphology |
two major categories of language structure |
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morphology |
study of word structure |
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syntax |
study of sentence structure |
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passive sentence |
subject receives the action of the verb |
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passive sentence |
“The cat was petted by Mark” is an example of what type of sentence |
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active sentences |
type of sentence wherein the subject performs the actions of the verb |
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compound sentence |
contains two or more independent clauses joined by a comma and a conjunction or a semicolon |
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compound sentence |
type of sentence where there’s no subordinate clause |
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clause |
contains a subject and a predicate |
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independent or main clause |
clause that has a subject and predicate and can stand alone |
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complex sentence |
contains one independent clause and one or more dependent or subordinate clause |
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dependent or subordinate clause |
has a subject and predicate but cannot stand alone |
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s v o |
basic syntactic structure in english |
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kernel sentence or phrase/ base structure |
other terms for s v o structure |
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semantics |
stidy of meaning in language |
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semantics |
includes vocabulary or lexicon of a person |
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lexicon |
another term for vocabulary |
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vocabulary development |
this depends heavily on environmental exposure and individual capacity to bring child in a learning situation |
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1 antonyms 2 synonyms 3 multiple meanings 4 humor 5 figurative languag 6 deictic words |
important aspects of vocab development |
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deictic words |
words whose referents change depending on who is speaking |
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semantic categories |
what are used to sort words |
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things that the child can act upon |
which words are usually included in the child's first 50 spoken words |
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overextension |
thinking all round things are balls is an example of what |
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underextension |
thinking only oreo is a cookie is an example of what |
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world knowledge |
involves a person's experiential memory and understanding of events |
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word knowledge |
primarily verbal and contains word and symbol definitions of concepts |
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world knowledge |
the child's word knowledge heavily depends on this |
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quick incidental learning or fast mapping |
children's ability to learn a new word on the basis of just a few exposures |
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fast mapping |
used by typically developing children to rapidly expand their vocabularies |
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use of categories |
helps bring order to the child's experience |
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vocabulary knowledge |
important indicator or language and literacy skills, and eventually, overall academic success |
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pragmatics |
study of rules that govern the use of language in social situations |
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pragmatics |
aspect of language that cosiders the context and function of the utterance |
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1 provide adequate info to listeners 2 coherent and logical sequence of statements 3 turn taking 4 topic maintenance 5 repair communication breakdown |
important functions of utterances |
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1 where the utterance takes place 2 to whom the utterance is addressed to 3 what and who are present at the time |
which are involved in language context |
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cohesion |
ability of a child with effective pragmatic skills that can organize or order utterances in a way that they build on one another |
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direct speech act or request |
"bring me the ball" is what type of speech act |
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indirect speech act or request |
"wouldnt it be nice if I had a ball?" is what type of speech act |
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6 yo |
at what age can the child understand indirect requests and make some of their own |
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indirect speech acts of requests |
type of request that is seen as polite |
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discourse |
refers to how utterances are related to one another |
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narratives |
type of discourse where the speaker tells a story |
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culture |
pragmatics is heavily influenced by this |
