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90 Cards in this Set
- Front
- Back
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dialect
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A dialect is a variety of a language that is distinguished from other varieties of the same language by features of phonology, grammar, and vocabulary, and by its use by a group of speakers who are set off from others geographically or socially.
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evolution
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Dialects usually develop as a result of geographic, social, political, or economic influences on people who speak the same language. When dialects diverge to the point that they are mutually incomprehensible, they become languages in their own right. (e.g. Latin evolved into the different Romance languages.)
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accent
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is a manner of pronunciation of a language.
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• Every regional or social version of a language is
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a dialect
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• “Standard dialect”
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• “Standard dialect” (E.g. Standard American English [SAE] is the dialect spoken by the majority of speakers
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o Does not imply value; i.e. no dialect is better or worse than another.
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; i.e. no dialect is better or worse than another.
o Value judgments on dialects are socio-political, not linguistic o SAE is the dialect of textbooks |
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“code switching”
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• People who can speak another dialect of their mother tongue are
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register
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variety of a language used for a particular purpose or in a particular social setting
o continuum of formality o “legalese” |
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Compounding
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1. – 2 lexical morphemes combine to for a new word without affixes (e.g. basketball).
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2. Morphological constructions –
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create new words using affixes English has 100+ prefixes and suffixes (See Table 3.2 and 3.2)
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1. Inflectional –
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• add suffixes related to syntactic function (e.g. stopped)
• do not change part of speech or meaning • mastered by 6 or 7 |
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2. Derivational –
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• Single root can become many different words via affixes
o Semantically transparent- e.g. unbelievable o Semantically opaque – e.g. apartment • Often changes meaning (e.g. decompose) and part of speech (e.g.happy/happinesss) • Still learning into adulthood (See table 3.3) |
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(morphological analysis).
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• Many words are learned through decomposition
• Morphological analysis combined with use of context is important for learning new words especially after grade 4. |
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• Derivation morphology
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where the root undergoes phonetic change (nonneutral) develops later
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development
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Most rapid growth develops between 9 and 14 (grades 4 and 8)
o Corresponds to encounters with written language in school and more morphologically complex words o Corresponds to metalexical development (ability to reflect on the structure of words.) • Development is tied to reading and spelling. • May contribute to the development of reading decoding and comprehension skills as well as spelling accuracy. |
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During adolescence, children develop the ability to:
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1. Comprehend abstract content, such as higher mathematic concepts, and develop moral philosophies, including rights and privileges
2. Establish and maintain satisfying personal relationships by learning to share intimacy without inhibition or dread 3. Move gradually towards a more mature sense of identity and purpose 4. Question old values without a sense of dread or loss of identity |
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MOVEMENT TOWARD INDEPENDENCE
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EARLY (12 - 14 years)
• Struggle with sense of identity • Moodiness • Improved abilities to use speech to express oneself • More likely to express feelings by action than by words • Close friendships gain importance • Less affection shown to parents, with occasional rudeness • Realization that parents are not perfect; identification of their faults • Search for new people to love in addition to parents • Tendency to return to childish behavior, fought off by excessive activity • Peer group influences interests and clothing styles |
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CAREER INTERESTS
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EARLY (12 - 14 years)
• Mostly interested in present and near future • Greater ability to work |
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SEXUALITY
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EARLY (12 - 14 years)
• Girls ahead of boys • Same-sex friends and group activities • Shyness, blushing and modesty • Show-off qualities • Greater interest in privacy • Experimentation with body (masturbation) • Worries about being normal |
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ETHICS AND SELF-DIRECTION
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• Rule and limit testing
• Occasional experimentation with cigarettes, drugs and alcohol • Capacity for abstract thought EARLY (12 - 14 years) |
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MOVEMENT TOWARD INDEPENDENCE
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MIDDLE 14-17
• Self-involvement, alternating between unrealistically high expectations and poor self-concept • Complaints that parents interfere with independence • Extremely concerned with appearance and with one's body • Feelings of strangeness about one's self and body • Lowered opinion of parents, withdrawal of emotions from them • Effort to make new friends • Strong emphasis of the peer group with the group identity of selectivity, superiority and competitiveness • Periods of sadness as the psychological loss of parents takes place • Examination of inner experiences, which mat include writing a dairy |
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CAREER INTERESTS
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MIDDLE 14-17
• Intellectual interests gain importance • Some sexual and aggressive energies directed into creative and career interests |
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SEXUALITY
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• Concerns about sexual attractiveness
• Frequently changing relationships • Movement towards heterosexuality with fears of homosexuality • Tenderness and fears shown towards opposite sex • Feelings of love and passion |
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ETHICS AND SELF-DIRECTION
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• Development of ideals and selection of role models
• More consistent evidence of conscience • Greater capacity for setting goals • Interest in moral reasoning |
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MOVEMENT TOWARD INDEPENDENCE
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• Firmer identity
• Ability to delay gratification • Ability to think ideas through • Ability to express feelings in words • More developed sense of humor • Stable interests • Greater emotional stability • Ability to make independent decisions • Ability to compromise • Pride in one's work • Self-reliance • Greater concern for others |
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CAREER INTERESTS
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• Higher level of concern for the future
• Thoughts about one's role in life |
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SEXUALITY
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• Concerned with serious relationships
• Clear sexual identity • Capacities for tender and sensual love |
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ETHICS AND DIRECTION
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• Capable of useful insight
• Stress on personal dignity and self-esteem • Ability to set goals and follow through • Acceptance of social institutions and cultural traditions • Self-regulation of self-esteem |
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• Lenneberg (1967) hypothesized
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the Critical Period Hypothesis- language is well established by age 5.????????
(mostly lexical and grammatical basis). |
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• Before the 1980’s not much research was on later development.
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However, research focus still is on early development.
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• Later language development is important because
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it contributes substantially to academic and vocational success and personal satisfaction.
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• Differences in development are often in
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expository discourse.
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• Development of abilities in written language is clearly seen in older children and youth.
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• Linguistic basis of reading and writing became known in the 1980’s.
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• Later development is mostly in
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syntax, semantics, reasoning, discourse and pragmatics.
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• Later development differs in speed, salience and substance.
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o Intersentential linguistic phenomena (spoken/written)
o Defining abstract nouns o Using low frequency syntactic structures o Meanings of idioms and proverbs o Solve verbal analogies o Modifying style to audience |
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• Written language is the primary source for later language learning.
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• Development is increasingly individualistic (vocabulary).
• Metalinguistic competence is increasingly important. • Thinking abstractly plays a key role in later development, as does social perspective-taking. |
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• L2= second language.
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second language.
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Simultaneous bilingualism
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Simultaneous bilingualism = L1+ L2 at the same time
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Successive bilingualism
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= L2 after L1 acquired.
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• In immersion programs,
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only L2 is spoken.
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Why Words are Important
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• Academically - Understanding specific domain knowledge
• Personally – tools with which to think • Socially –Power to comfort and heal –Power to hurt |
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Big Picture of Word Learning
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• School age children learn 2,000 to 3,000 new words a year (5-8 per day)
• 40,000 upon graduation from high school |
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Factors in Word Learning
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• New words to learn
• Word meanings change • Think of words differently –paradigmatic vs. syntagmatic –Coordinate, subordinate, superordinate • Partial lexical knowledge –Different depths of knowing a word |
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• Direct Instruction
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-teaching the meaning of a word by explanation and/or example
–A person in the environment (parent, teacher_ –Dictionary or glossary –May mislead because of nuance (e..g stimulate= to stir up) |
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• Contextual Abstraction
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– use of context clues to determine meaning
– Fast mapping-initial exposure to a word – Semantic and syntactic context clues-see Table 2.2 ( – Need repetition and refinement in understanding of meaning − Therefore, Word learning depends on the quantity and quality of reading with which older children and youth engage − Frequency of exposure –An important way to learn words because there are too many to teach directly |
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• Morphological Analysis
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- dissecting a word into its component parts to figure out the meaning
–Lexical (elements of meaning) + Inflectional (ed) and derivational morphemes (ness) –Understanding morphemes is a key –Roots, prefixes and suffixes (See Table 2.3) |
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• Combined methods
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–Contextual Abstraction + Morphological Analysis
- Use of context and morphological analysis require metalinguistic skills |
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Stage I: Pre-production
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• The silent period.
• English language learners (ELLs) may have up to 500 words in their receptive vocabulary but they are not yet speaking. • Some students will repeat every thing you say. They are not really producing language but are parroting. |
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Stage II: Early production
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Stage II: Early productionStage II: Early production
• May last up to six months and students will develop a receptive and active vocabulary of about 1000 words. • During this stage, students can usually speak in one- or two-word phrases. • They can use short language chunks that have been memorized although these chunks may not always be used correctly. |
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Stage III: Speech emergence
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• Students have developed a vocabulary of about 3,000 words and can communicate with simple phrases and sentences.
• They will ask simple questions, that may or may not be grammatically correct, such as “ May I go to bathroom? ” • ELLs will also initiate short conversations with classmates. • They will understand easy stories read in class with the support of pictures. • They will also be able to do some content work with teacher support. |
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Stage IV: Intermediate fluency
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• Have a vocabulary of 6000 active words.
• ELLs are beginning to use more complex sentences when speaking and writing and are willing to express opinions and share their thoughts. • They will ask questions to clarify what they are learning in class. • Will be able to work in grade level math and science classes with some teacher support. • Comprehension of English literature and social studies content is increasing. • At this stage, students will use strategies from their native language to learn content in English. • Student writing at this stage will have many errors as ELLs try to master the complexity of English grammar and sentence structure. • Many students may be translating written assignments from native language. • They should be expected to synthesize what they have learned and to make inferences from that learning. • Students in this stage will also be able to understand more complex concepts. |
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Stage V: Advanced fluency
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• It takes students from 4-10 years to achieve cognitive academic language proficiency in a second language.
• Student at this stage will be near-native in their ability to perform in content area learning. • Most ELLs at this stage have been exited from ESL and other support programs. • At the beginning of this stage, however, they will need continued support from classroom teachers especially in content areas such as history/social studies and in writing. |
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• Aristotelian/dictionary
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o 2 essential elements + the genus (superordinate category) + differentiate
o “Man is an animal which is two footed and featherless.” |
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• Operational
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o Term defined in relation to a specific situation
o “A successful outcome means the patient survives at least 5 years post-treatment.”{ |
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• Negation
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o Telling what a term does NOT mean
o “By argument, I don’t mean an angry exchange between people.” |
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• Comparison
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o Telling how something is like something else
o “A marmot is like a small beaver.” |
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• Young children (e.g. to 7 years):
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definitions tend toward the personal and idiosyncratic
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• With maturity, children show a gradual increase in “categorical” definitions
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• Study: at ages 5- 10 years, children asked to define nouns representing common objects, e.g. dog, chair, window. Responses classified as functional (Dog: “It barks”), descriptive (“has a tail”) or categorical (“It’s an animal”). 5 year olds mostly functional; by age 10, mostly categorical.
• Also, older children and adults tend to provide more than one feature when defining nouns (e.g. a hat: “you wear it on your head to keep warm and it is round”). Older children tend to give both functional and perceptual features, and oldest children and adults include categorical features. |
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• Growth in Aristotelian definitions probably reflects
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• Amount of meaningful exposure to formal definitions.
• Opportunity to practice in school • Growth in word knowledge, improved organization of the lexicon, metalinguistic competence |
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• Linguistic knowledge
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• Knowledge of the specific superordinate category term and the major characteristics of a word
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metalinguistic knowledge
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• Awareness of what constitutes an appropriate definition and the ability to analyze a word and abstract its category and characteristics.
• Children often know more about the words they are asked to define than their definitions might suggest. • And school-age children show limitations regarding their knowledge of word meanings on definition tasks. “Mentioning specific category terms (e.g. ‘animal’ versus ‘something’ as in ‘a horse is something that runs’) did not result from growth in word knowledge, but reflected the gradual adoption of a conventional ‘literate register’ modeled in school through teacher discourse and dictionary definitions.” A concise and efficient register. Beyond 10 years before more than 50% of definitions include specific category terms. |
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• Categories
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o synonym
o explanation o use and description o demonstration/repetition/illustration/inferior explanation |
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• Older children (study of 6-14 y.o.)
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used synonyms and explanations (e.g. priceless: it’s worth a lot of money) most often.
• As age increases, superordinates used more |
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Concrete vs. Abstract Nouns
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• Concrete noun definitions incorporate more specific category terms than abstract nouns (e.g. freedom, wisdom) and are of higher quality
• Categorical or synonymous responses increase with age. |
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Defining Other Types of Words
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• As age increases word definitions reflect growth in semantic content and syntactic form
• Nouns are probably easier than verbs or adjectives because of ease of syntax in defining them • Nouns use Aristotelian style; verbs more synonyms and adjectives more participial phrases (e.g. auditory, pertaining to hearing) • As age increases, adjective definitions more likely to contain abstract concepts. |
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Research
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• Developmental studies of word definitions have focused primary on defining words in isolation
• Definitions in divers written genres (naturalistic contexts) should be a focus |
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language
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shared code or conventional system for representing concepts through the use of arbitrary symbols & rule-governed combinations of those symbols. (symbol system representing thoughts)
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morphology
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aspect of language concerned w/ rules governing the change in meaning @ the intraword level
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phonology
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aspect of language concerned w/ the rules governing the structure, distribution & sequencing of speech-sound patterns (sound system)
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syntax
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organizational rules specifying word order, sentence organization, & word relationships (word order)
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semantics
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aspect of language concerned w/ rules governing the meaning or content of words or grammatical units (word meaning)
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pragmatics
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aspect of language concerned w/ language use w/in a communication conetext (language function)
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encoding
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putting into form an idea
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decoding
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trying to understand the words someone is saying
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BICS
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Basic Interpersonal communicative skills
2-3 yrs |
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CALP
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Cognitive Academic Language Proficiency
5-7 yrs |
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vowels
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air from the lungs pass relatively unobstructed out the mouth once the air vibrates the vocal folds
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consonants
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requires obstruction be placed in the path of the air flow from the lungs (placement & movement of the lips and tongue are primarily responsible)
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prosodic features
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stress, juncture, & pitch
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relational meanings
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meaning conveyed by the relations among words
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basic english syntactic rule
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subject verb object sequence
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generative transformational grammar
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theory is generative in that once syntactic rules are learned more phrases can be produce various types of sentences
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polysemous terms
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having or characterized by many meanings.
like liquid fluid and fluid movement |
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metalinguistic
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branch of linguistics that studies language and its relationship to culture and society.
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metacognitive
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thinking about htinking
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intrasentential
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within a sentence
connects clauses |
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intersentential
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between two senetences.
donnects sentences |
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double-function terms
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a word used differently
I.E. sweet |
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adverbs of likelihood/magnitude
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probably
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factive/non-factive verbs.
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Know/Believe
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