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27 Cards in this Set
- Front
- Back
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Lexical Words (as opposed to functional)
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Noun, verb, adjective, adverb, prepositions
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Functional Words (as opposed to Lexical)
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Determiner, auxiliary, inflectional, pronouns
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What is a compliment and how is it different from a subject?
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a) Compliments a subject or tells you something about a subject.
b) If you can re-write the sentence with an equal sign you know you are dealing with a compliment. i.e. “dogs are cute” translates to dogs = cute or dogs = mammals i.e. “this is a saw” c) if there is an action verb, it is an object. If there is a state of being verb, it is a compliment. Passive version of sentence doesn't change meaning - “bones are eaten by dogs” still has bones as object |
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Analytic learners
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learn single words, predominantly nouns, at the outset, and later string them together in multiword utterances.
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Gestalt Learners
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concentrate on acquiring multi-word expressions, which they initially treat as a whole, and only later break down into their constituent parts.
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code-swiching
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Text: "alternating use of two languages in the same utterance of the same conversation"
A. alternating use of two or more languages B. usually from a shift in the topic C. triggered when the user feels they can express themselves better in one language or experience a momentary lexical gap. D. Intentional |
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code-mixing
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A. when children haven't separated two languages
i. might not be aware they are using two different languages at the same time ii. unintentional B. no two distinct systems |
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Cognitive advantages of bilingualism
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A. at the beginning of the child's life there is a delay, but fades quickly.
B. develop earlier understanding of symbolic relationship between letters and sounds - realize the relationship is arbitrary C. higher cognitive versatility |
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Define syntax
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set of grammatical rules that determine how words can be combined into phrases and sentences.
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holophrases
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child's single-word utterances that are meant to imply a whole statement
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Harris and Coltheart's 4 stages in becoming a skilled reader (p. 35 in text)
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1. Sight vocabulary: children recognize words as a whole without their orthographic structure
2. Discrimination net stage: Children begin paying attention to orthography in a fragmented way. When faced with an unfamiliar word, judge it based on broad similarities to words they already know. 3. Phonological recoding stage: Sound it out! extensive use of letter to sound correspondence. 4. Orthographic stage: Words recognized by spelling rather than sound |
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Stages learning to spell (p. 35)
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precommunicative stave: "write" using squiggles.
phonological segmentation stage: children try to capture sound of word with letters orthographic stage: full grasp of conventions |
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metalinguistic awareness
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explicit language about language itself
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infant or early bilingual acquisition
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child learning two languages virtually simultaneously from the outset.
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child bilingual acquisition
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may start early in life, but involves the successive acquisition of two languages, as do adolescent and adult bilingualism.
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Keller-Cohen's strategies for dealing with the input of a second language (p.37)
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- paying attention to the order of linguistic elements
- avoidance of interrupting or rearranging sequences of linguistic units - representing information as simply as possible - an awareness that linguistic units can have multiple meanings and functions. |
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Fillmore's set of social and cognitive strategies that children initially use when faced with learning a second language (slightly different from Keller-Cohen)
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-join a group and act as if you understand what is going on.
- assume that people are talking about something relevant to the immediate situation - work on the big things now and save details for later - find some useful expressions that you understand and start talking. |
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Interference
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The influence of one language on another (most obviously phonological and syntactic structures).
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MLU
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Mean Length of Utterance
- index of syntactic development - predicts which grammatical morphemes and structures will have been acquired far better than child's age - Calculate by dividing total number of morphemes by total number of utterances |
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Tips for analyzing children's spelling
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- orthographic conventions (double letters, "e" at the end of words, silent "h," etc)
- knowledge of irregular tense - resorting to phonetic spelling |
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Dialect
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variety of language associated with a particular regional or social group
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Vernacular
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Non-standard dialects
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AAVE
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African American Vernacular English
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habitual aspect
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AAVE uninflected "he be sad" reflects encoding of habitual aspect, which standard English is not able to make without adding adverbs like "always" or "usually"
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Case Marking
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objective case - me, us, her, him, etc.
nominative case - I, we, she, etc. e.g. child might say "me want it" instead of "I want it" |
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prosodic features
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speech uses these - rising and falling intonation, pausing, changes in pitch and volume, etc.
Speech uses intonation group (pausing, pitch movement, etc) for organization and written form uses sentences. |
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Kroll's stages in learning to write
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1. Preparation - physical aspects of writing. Copying.
2. Consolidation - age 7ish. Write ideas independently, some non-standard spelling. Structure follows oral patterns instead of written ones. 3. Differentiation - 8-10 years. More accurate use of punctuation. More embedding rather than conjoining. More complex noun phrases. 4. Integration - able to adapt various language structures and styles to fit oral versus written needs. * when analyzing children's writing, look to use of pronouns, articles, use of embedding and conjoining* |
