Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
21 Cards in this Set
- Front
- Back
|
pragmatics
|
communication skills develop over many years of learning
pragmatic rule include: how much to say what we should say (content) what is relevant how we should communicate (manner) |
|
|
pragmatic development: conversation
|
2 year old is able to:
respond to conversation partner engage in short dialogues of a few turns on a given topic change and introduce topics --during conversation-- about 60% is child's attempt to control the partner's behavior or relay information |
|
|
4 pragmatic skills that develop during preschool years:
|
1) registers
2) conversational repairs 3) topic introduction, maintenance and closure 4) presuppositions |
|
|
pragmatic skills--REGISTER:
|
situationally influenced language variations, such as motherese
includes intonations, vocabulary, politeness e.g. a teenage changes the way he speaks to his grandma vs. his friends by age 4, child is able to understand use of register |
|
|
pragmatic skills--CONVERSATIONAL REPAIRS:
|
ability to request for clarification
e.g. preschoolers look confused, may say what when they don't understand by age 3, child recognizes their need to clarify and modify behavior accordingly by age 8, child are able to make well-informed specific requests for clarification |
|
|
pragmatic skills--PRESUPPOSITION
|
process of assuming which info a listener possesses or may still need
e.g. teenagers discussing a game--do not have to give all the details/names by age 3, child is generally able to determine the amount of info the listener needs |
|
|
pragmatic skills--TOPIC MAINTENANCE
|
ability to stay on topic:
knowing what to include how to arrange it reintroduce a previous topic ending a conversation by age 3, most of the child's utterances are on an established topic |
|
|
Pragmatic development: Narratives
|
consists of self-generated story, such as a familiar tale, retelling of a movie, and personal experience recounting
uninterrupted stream of language to hold listener's interest children use 2 strategies for organization of narratives: centering, chaining |
|
|
2 types of narrative forms:
|
centering: building a story around a central theme (often an invent that was disruptive or extraordinary)
e.g. fall down/boo boo on leg/ me cry most common for 2 year olds chaining: building a story consisting of a sequence of events that share attributes and lead directly from one to another e.g. Mommy makes steak/ don’t like steak/ I like noodles/ ABC noodles/ sissy to little to sing ABC’s/ mastered by 5 years old |
|
|
semantic development: preschool period
|
rapid concept acquisition
child adds approximately 5 words to vocabulary every day between ages 11/2 and 6 years word meanings are inferred without direct teaching from adults age 2: 200-300 words age 5: 2100-2200 words |
|
|
semantic development: relational terms
|
words that refer across entities, include:
interrogatives, temporal relations, physical relations, locational prepositions |
|
|
4 kinds of relational terms and first words for each type:
|
interrogatives: what, where
temporal: before/after physical: big/little locational: in/on |
|
|
semantic development: kinship terms
|
1st: mother and father
Then: sister bro later: son daughter, etc. |
|
|
simultaneous acquisition:
|
the development of two languages prior to age 3
child typically acquires both languages at a rate comparable to that of a monolingual child |
|
|
successive acquisition:
|
the development of a second language after the age of 3
e.g. child learns spanish in home, english when starts school most successful when child has competency in the first language |
|
|
5 stages of successive acquisition:
|
stage 1: preproduction 0-6 months in U.S. schools
stage2: early production 6months-1year stage 3: speech emergence 1-3 years stage 4: intermediate fluency 3-5 years stage 5: proficient stage 5-7 years |
|
|
successive acquisition: STAGE 1: PREPRODUCTION
|
0-6 months in US school
student focuses on comprehending the communicative message |
|
|
successive acquisition: STAGE 2: EARLY PRODUCTION
|
6m-1yr in US school
student's communication is characterized by one or two word phrases and many grammatical errors sometimes called the silent period |
|
|
successive acquisition: STAGE 3: SPEECH EMERGENCE
|
1-3 yrs
students have now acquired limited vocabulary and can respond to literal questions and use simple sentences and engage in conversation |
|
|
successive acquisition: STAGE 4: INTERMEDIATE FLUENCY
|
3-5yrs
students continue to develop excellent comprehension and are beginning to function in normal convo. continue to lack the sufficient academic language to compete with native english speakers |
|
|
successive acquisition:STAGE 5: PROFICIENT STAGE
|
5-7years
students can be themselves in a variety of situations and settings and using listening, speaking, reading, and writing skills with few errors |
