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41 Cards in this Set
- Front
- Back
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Acquisition |
The process by which you gain knowledge or learn a skill |
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Babbling |
Unintelligible utterance of consonant-vowel sounds |
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Bidialectism |
Ability to use and understand two different dialects of the same language |
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Child-Directed Speech |
A term given to the various speech patterns used by any influential person when speaking to a young child |
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Cognitive Development |
Intellectual development Mental abilities and skills |
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Conditioning |
Modification of behaviour under certain conditions Specific conditions/stimulus |
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Contact Language |
Language created by people who do not share a common language |
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Controlled collection |
Recording language within a specific set of conditions |
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Critical Period |
A time during which language is learnt and after which language learning is too late |
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Deletion |
When children delete parts of words as part of their simplification process |
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Heuristic |
When language is used to gain knowledge about the environment Halliday
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Imaginative |
To tell stories and jokes Imaginary environment Halliday |
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Instrumental |
To express needs Halliday |
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Interactional |
To make contact with others Halliday |
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Labelling |
Stage 1 Linking sounds to objects Aitchison |
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Language Acquisition Support System (LASS) |
We can only acquire language in a social setting Bruner |
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Language Acquisition Device (LAD) |
A part of the brain which is programmed for the acquisition of language Chomsky |
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Linguistic Universals |
Grammatical features common to all languages |
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More Knowledgeable Other (MKO) |
A person who affects the way and the speed in which a child acquires language Vygotsky |
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Nativism |
Children are born with an innate ability for language acquisition This ability makes learning a first language much easier |
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Nature-Nurture Debate |
A person's innate qualities (nature) VS their personal experiences (nurture) |
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Network Building |
Stage 3 Grasping the connections between words Aitchison |
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Object Permanence |
Objects have an independent existence |
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Observer's Paradox |
Event or experiment is influenced by the presence of an observer/investigator Labov |
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One Word Stage |
Single-word utterances 12 to 18 months old |
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Over-Extension |
When a word is given a broader, more general meaning |
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Packaging |
Stage 2 Understanding a word's range of meaning Aitchison |
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Personal |
To express feelings, opinions and identity Halliday |
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Phonemic Contraction |
When later the number of phonemes produced reduces |
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Phonemic Expansion |
When initially the number of phonemes produced increases |
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Poverty of Stimulus |
Grammar is unlearnable when children are only exposed to a cacophony of sounds Chomsky |
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Reduplicated Monosyllables |
Consonant vowel combinations repeated |
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Reduplication |
When different sounds in a word are pronounced the same way |
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Regulatory |
To tell others what to do Halliday |
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Representational |
To convey facts and information Halliday |
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Segmenting |
Taking words apart |
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Substitution |
Replacing harder sounds with easier ones, as part of simplification |
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Telegraphic Stage |
Three- and four-word utterances Condensed structure Key words only Function words omitted 2 to 3 years old |
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Two Word Stage |
Two-word sentences 18 to 24 months old |
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Under-Extension |
When a word is given a narrower meaning |
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Virtuous Error |
A mistake that has been made by over-applying or over-generalising grammatical rules Chomsky |
