English Language As Theorists

Front 1

Berko and Brown (1960)

Back 1

comprehension and reproduction: 'fis'

Front 2

Cruttenden (1974)

Back 2

phonological development: football score

Front 3

W.O.Grady et al., Contemporary Linguistics (1996)

Back 3

Words used by children in first 18 months:
Entities, properties, actions, personal-social.

Front 4

Aichison (1987)

Back 4

Child's acquisition of vocabulary stages:
1. Labelling
2. Packaging
3. Network building

Front 5

Bloom (1973)

Back 5

Ambiguity of two-word sentences: 'mummy sock'

Front 6

Brown (1973)

Back 6

7 stages of acquisition of inflections for children aged 20-36months. 1. -ing 2. plural -s 3. possessive -'s 4. 'the' 'a' 6.third person singular -s 7. auxiliary 'be'

Front 7

Cruttenden (1979)

Back 7

3 stages of acquisition of inflections:
1. words learnt on individual basis
2. learn principles governing inflections (under/overextension occurs)
3. correct inflections used, including irregulars.

Front 8

Berko (1958)

Back 8

Understanding of grammatical rules: 'Wugs'

Front 9

Halliday (1975)

Back 9

7 functions of children's language:
1. instrumental 2.regulatory 3.interactional 4.personal 5.heuristic 6.imaginative 7.representational
(iriphir)

Front 10

Bancroft (1996)

Back 10

showed that the game of 'peek-a-boo' has parallels with typical conversation.

Front 11

Youssef (1991)

Back 11

3year9month child adjusting amount of standard English used with mother/Trinidadian helper/friends of same age

Front 12

Skinner (1957)

Back 12

Imitation and reinforcement theory

Front 13

Chomsky (1965)

Back 13

Children have innate ability to extract underlying rules from the language heard around them using LAD

Front 14

Bard and Sachs (1977)

Back 14

Studied a child called Jim, who was the son of deaf parents.

Front 15

Piaget

Back 15

Developed the cognition theory:
related object permanence (developed 12-18months) with the acquisition of new vocabulary and comparatives.

Front 16

Coupland (1991)

Back 16

Studied the effects of using child-directed speech towards the elderly.

Front 17

David Crystal (1995)

Back 17

Cambridge Encyclopaedia of the English Language
Identified 5 characteristics of Standard English.

Front 18

Michael Halliday

Back 18

Three main influences on the variety of language used:
Field, manner, mode.

Front 19

Trudgill (1983)

Back 19

Studied how the pronunciation of -ing changes in relaxed conversations and reading aloud.

Front 20

Crystal and David (1969)

Back 20

Measured the amount of contractions used in a phone conversation between friends (59.9%), a phone conversation between strangers (48.8%), interviews (25.4%), broadcasts (21.5%).

Front 21

Howard Giles

Back 21

Accommodation Theory

Front 22

Coupland (1984)

Back 22

Studied a woman at a Cardiff travel agency who adjusted her pronunciation according the the social background of her clients.

Front 23

H.P.Grice (1975)

Back 23

The Cooperative principle
(participants have common goals and agreed ways of achieving goals.
Maxims of quality, relevance, manner and quantity.

Front 24

Irvine Goffman (1955)

Back 24

Face theory
=the way we present ourselves
-face-threatening acts
-face-work
-face needs

Front 25

Brown and Levinson (1987)

Back 25

Positive and Negative politeness theory

Front 26

Robin Lakoff (1973)

Back 26

The Politeness Principal:
Three maxims speakers usually observe:
-Don't impose
-Give options
-Make your receiver feel good

Front 27

Fishman (1990)

Back 27

In mixed-sex conversations, the average time for which a man will speak is approximately double the time for which a woman will speak.

Front 28

Zimmerman and West (1975)

Back 28

Analysed the amount of interruptions in informal student conversations in public places.
Same-sex: evenly distributed
mixed-sex: 96%male

Front 29

Lakoff (1975)

Back 29

Because of their social position, woman are more tentative than men in their speech.
(use of indirect+tag questions)

Front 30

Labov (1966)

Back 30

Studied the use of the postvocalic r (considered socially prestigious).
Discovered that in casual speech, upper and middle class speakers used the postvocalic r more, but in more formal situations, the reverse was the case.

Front 31

Petyt (1980)

Back 31

Examined the dropping of 'h' sound at the end of words in Bradford. Discovered there was a close relationship between 'h' dropping and social class.

Front 32

Lesley Milroy (1980)

Back 32

Studied social networks in Belfast:
Members of a speech community are connected to each other in social networks which may be relatively 'closed' or 'open'. A person whose personal contacts all know each other belong to a closed network. An individual whose contacts tend not to know each other belong to an open network.In the case of language, this means that a closely-knit group will have the capacity to enforce linguistic norms.