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51 Cards in this Set
- Front
- Back
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Speech Acts |
Austin contended that when we speak, we do more than utter a form, we get something done in the world with our utterance. There are many different kinds of speech acts, including naming, bets, requests, warnings, verdicts, promises and apologies. Speech acts are the linguistic realizations of infants’ first communicative functions. |
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Types of Speech Acts |
• Declarations • Representatives descriptions, suggestions – He left yesterday. • Directives |
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Types of Speech Acts Part 2 |
Commissives Expressives – I’m really sorry for being so disrespectful. Verdictives assessing, condoning |
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Three components of a speech act |
• Locutionary act
• Illocutionary intent inform, request
– effect the utterance has on the listener, e.g., compliance with a request |
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Necessary for Smooth Communication |
Speaker and addressee share focus of attention/common ground. Participants in a conversation must listen to what others say in order to make appropriate and relevant contributions. Speaker must understand what addressee knows and tailor utterances accordingly. Speakers must choose speech act appropriate for meaning intended to be conveyed. |
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Cognitive Prerequisites |
• Theory of mind – understanding of what other people are likely to be thinking in various contexts; how others are likely to react
Object permanence objects are not seen Means-end concept – understanding that a goal can be attained by deliberate means |
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Perlocutionary Phase |
~ 8 to 10 months – wants objects in partner’s possession |
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Illocutionary Phase |
After 10 months: – gestures plus vocalizations, joint attention – request objects not immediately visible or available --use unique vocalizations (proto-words) and some words – use whole-body movement |
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Functions of Early Communication |
Rejection Request -For social interaction -For an object 3. Declaration or Comment |
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Locutionary Phase |
After 12 months: begins when children use language referentially |
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Example of a Direct Request |
“Answer the telephone” |
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Example of a Direct Request with a semantic mitigator |
“Could you please answer the telephone?” |
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Example of a Direct Request with a semantic aggravator |
“Answer the telephone right now!” |
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Example of an Indirect Request |
“The telephone is ringing” |
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Intentional Communication Differences between children and adults
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22+ months: – request or refuse joint activity (reading, playing) – two-word utterances By 4 years – Most basic types of requests (direct orders, personal need and desire, indirect requests, subtle hints)
Children still tend to be more direct in their requests than adults. |
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How English-speaking middle class caregivers socialize children with turn-taking? |
attempting to elicit communication from the infant by responding to vocalizations and grunts as attempts at communications and by fitting them into a conversational structure, the caregiver sets up “conversation” with infant. |
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Early Conversational Scaffolding |
Criteria for infant utterance constituting a turn become stricter as the infant increases in communicative ability Child’s number of turns relative to adults also gradually increases Lieven (1978) showed that children doubled their instance of response to mother utterances over a 6- month period from about 1;6 to 2;0 |
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What Children Lack in Early Conversational Scaffolding |
• Rules for overlapping and/or interrupting come in much later in acquisition • Ervin-Tripp (1979) found that children 4;6-6;0 interrupted appropriately at syntactic or prosodic boundaries only 27% of the time • Partly due to children being much slower than adults at formulating their contributions to a conversation (Garvey 1984) |
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Indirect Speech Acts |
Violate at least one maxim of the cooperative principle Literal meaning of the locution differs from the intended meaning Hearers use context to help understand the true meaning Often used to show politeness; allows the hearer to either interpret or not interpret the speech act |
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"Face" |
• A number of ‘faces’ – Roles • Presented by our linguistic choices • We judge the ‘face’ that is presented • Protecting each other’s ‘face’ |
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Two Types of "Faces" |
Positive & Negative |
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Negative and Positive Politeness |
Negative politeness – Indirectness
Positive politeness – Compliments – Show interest in Hearer – Joke |
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Other General Politeness Strategies |
Passive Structures, Length of Sentences |
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How do children acquire register? |
• Direct instruction • Modeling • Indirect instruction • Routines |
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Situationally Appropriate Language |
• Adult choice of request depends on interlocutor: Close the window. |
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When do children learn situationally appropriate language? |
• By age 4, children have become aware of most of these different request forms and with whom they should be used. |
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Decontextualized Language |
Using language to talk about things that are not immediately present |
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Two types of decontextualized language |
Paradigmatic – scientific. logical, consistent, noncontradictory, explanation Narrative – human intentions, story content and style |
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Three types of Narratives |
• Personal – about personal experiences • Script – describe an event (e.g. going to see the dentist, what happens at a Birthday party) • Story – telling a story that’s already known (e.g. from a book) |
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Necessary Elements to Telling a Good Story |
Keep track of setting, pertinent events, characters, mood, motives, goals, final outcome Mark suspense, keep track of subthemes alongside the main story line, point to the climax, entertain listeners Use language to appropriately mark all these things and the relationship between them |
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Coherence and Cohesion |
Coherence – relating the sequence of events in meaningful ways Cohesion – using linguistic devices to link sentences together • conjunctions, relative clauses, pronouns |
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Frog Story Studies |
Large international study focusing on telling a story of a wordless picture book (Berman & Slobin 1994) Five languages – English, German, Hebrew, Spanish, Turkish Focused on general development across ages – 3, 4, 5, 9, adult Cross-linguistic differences – e.g. Polish distinguishes whether an event is completed or not, iterated or not, or still ongoing; Hebrew has no grammatical system to mark aspect so encodes these distinctions through verbs and adverbs |
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Data Focused on Frog Story Studies |
1. Marking time (tense, aspect) 2. Marking spatial relationships (manner, path, locative markers) 3. Perspective (agent vs. patient, X chases Y vs. Y followed by X) 4. Coherence – relating the sequence of events in a meaningful way (e.g. hierarchy of events, direction to goal/climax) 5. Cohesion – using linguistic devices to link sentences together (e.g. conjunctions, relative clauses, pronouns) |
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Development of Children in Frog Story Study (ages 3-4) |
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Development of Children in Frog Story Study (ages 5-6) |
contains major plot elements use of pronoun for main character references to internal states and motivations tend to be absent use of several methods of discourse cohesion (then, because, while) |
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Development of Children in Frog Story Study (age 9) |
– episodes well developed |
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Why do we care about Narrative Development? |
Narrative skills prior to school entrance are a significant predictor of later school outcomes including literacy. Personal narratives provide an important format for developing decontextualized language skills that are necessary for literacy success. |
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Children's Narratives |
Very egocentric into school years, Theory of Mind maybe? |
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Elicitation Styles |
Style of adult interaction in eliciting narratives affects narrative competence • elaborative style repetitive style Mccabe & Peterson (1991): Children produced better narratives at age 3 if their parents used an elaborative style at age 2 |
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Other factors that influence children's narrative development |
• Cultural background/Ethnicity • Social class |
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Foundations for literacy acquisition |
• Vocabulary Development • Narrative Skills |
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What is a language? |
– Set of linguistic features that allows mutually intelligible communication within a group of speakers |
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What is a dialect? |
– Systematic subvariant of a language spoken by a sizeable group syntax, morphology, lexicon, and pragmatics – Mutually intelligible with other dialects of the same language – Can be defined by ethnicity, region, social class, age, gender |
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Standardized Language |
a language that becomes fixed and regulated in spelling, grammar, and pronunciation.
facilitates oral and written communication across a wide variety of situations including education, news, second language teaching (Standard American English) |
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Differences between Standardized Language and Non-Standardized Language |
• “Standardized” dialects tends to be chosen by political power rather than by linguistic merit. • The result is linguistic chauvinism. • Use of non-standard vs. standard dialect can signify alliance with a particular social group. |
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English Language Learners (ELLs) |
Children who speak a language other than the standard need to learn the standard language in school. They may become bilingual. |
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Standard English Learners (SELs) |
Children who speak a dialect other than the standard need to use the standard dialect in school. They may become bi-dialectal. |
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What is African American English? |
The most-studied American social or regional language variety
It brings together issues of language variation, language change, and highly charged social, political and historical issues involving ethnicity and discrimination in the US, including the history of slavery and segregation. |
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History of Naming AAE |
Negro dialect Black English Vernacular African American Language |
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AAVE Child Example |
“I ain’t got none cause he be eatin’ it. He don’t share stuff. He bad.”
– Multiple negation – Absence of third person singular |
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Linguistic Elements of AAVE |
Phonological Morphological past tense morphology, use of habitual ‘be’ Syntactic – Copula deletion • They be fighting. Pragmatic |
