Language Acquisition Speaking Theory

Front 1

Halliday's Functions

Back 1

Instrumental - expresses need

Regulatory - tell others what to do

Interactional - make contact

Personal - express feelings, opinions

Heuristic - gain knowledge about environment

Imaginative - create an imaginary environment

Representational - language to convey information

Front 2

Journey to spoken language

Back 2

1. Before birth

2. Crying - 0 - 6 weeks

3. Cooing - 6 - 8 weeks

4. Babbling - 6 - 9 months

5. Phonic expansion (Babbling) - number of phonemes produced by child increases.

Phonic contraction (10 months) - number of phonemes reduced to fit native language.

6. Intonation and Gesture

7. Understanding

8. The first word - 1 year.

Front 3

Phonological Development

Addition

Back 3

When a vowel is added to the end of a word - 'dogu'

Front 4

Phonological Development

Assimilation

Back 4

When one consonant in a word is changed because of the influence of another - 'tub' becomes 'bub'

Front 5

Phonological Development

Reduplication

Back 5

A phoneme is repeated - 'dada'

Front 6

Phonological Development

Voicing

Back 6

Voiceless consonants 'p,t,f,s' are replaced by voiced equivalents - 'sock' becomes 'zock'

Front 7

Phonological Development

Devoicing

Back 7

Voiced consonants are replaced by voiceless consonants - 'bag' becomes 'pag'

Front 8

Berko and Brown

Back 8

Fis phenomenon - children can understand a wider range of phonemes than they can produce.

Front 9

Features of CDS

Back 9

1. Repeated structures

2. Interrogatives - encouraging child to respond

3. Imperatives

4. Recast - recasting information

5. Expand - adding extra information

Front 10

Lexis in CDS

Back 10

1. Simplified - removal of phonemes - 'banana' becomes 'nana'

2. Reduplication - 'choo-choo'

3. Diminutives - emphasise smallness 'doggie'

4. High proportion of words to do with seeing and touching (Nelson)

Front 11

Grammar in CDS

Back 11

1. Simplified syntax structure

2. Proper nouns used frequently through repetition

3. Present tense used more than past tense

Front 12

Nelson

Back 12

First 50 words - found most common category was classes of objects

1. Classes of objects - 'dog'

2. Specific objects - 'mummy'

3. Actions/Events - 'stop'

4. Modifying things - 'nice'

5. Personal/social - 'bye-bye'

Front 13

Language Stages

Back 13

1. Holophrastic stage - single words

2. Underextension/Overextension - between 12 & 18 months

3. Two word stage (18 months)

4. Telegraphic stage (2 years) - still omit functional words

5. Inflections stage (start to be added as early as 20 months) - change the grammar of a word or phrase.

Front 14

Brown

Order children acquire inflections

Back 14

1.Present participle 'ing' (am still be missing)

2. Plural '-s'

3. Possessive 's'

4. Articles ('a', 'the')

5. Past tense 'ed'

6. Third person singular verb ending 's'

7. Auxiliary 'be' (it is raining)

Front 15

Brown

Developed order of inflections

Back 15

1. Present tense progressive - 'ing'

2. Prepositions - 'in'

3. Plural '-s'

4. Past tense irregular - run/ran

5. Possessive 's'

6. Uncontractible copula - 'is' and 'was'

7. articles 'a' and 'the'

8. Past tense regular - 'ed'

9. Third person regular - 'runs'

10. Third person irregular 'has'

11. Uncontractible auxiliary verb - 'they were running'

12. Contractible copula - 'she's'

13. Contractible auxiliary - 'she's running'

Front 16

Determiners

Back 16

Function word acquired later in development

1. articles - 'a' and 'the'

2. numerals - 'one'

3. possessives - 'my'

4. quantifiers - 'some' or 'many'

5. demonstratives - 'this'

Front 17

Cruttenden

Back 17

Inflections learnt in 3 stages

Inconsistent usage - learn the word not the rule

Consistent - virtuous errors

Consistent usage - when a child is successful when dealing with language