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Language Acquisition
1.
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www.englishteaching.co.uk + www.english-teaching.co.uk English Language Unit 1, Section B: Language Acquisition. 1
2.
SOURCES ïŠ Whisper it
quietly, but the power of language may all be in the genes http://www.guardian.co.uk/education/2001/oct/07/research.highereducation -------------------------------------------------------------- ïŠ A babyâs babble leads to language http://www.msnbc.msn.com/id/3077446/ -------------------------------------------------------------- ïŠ Parenting: Baby talk â thatâs saying something http://www.timesonline.co.uk/tol/news/article717007.ece -------------------------------------------------------------- ï Genie - http://www.youtube.com/watch?v=bWzO8DtRd- s&feature=related 2 Copyright © 2009 www.englishteaching.co.uk + www.english-teaching.co.uk
3.
English Language Pre-verbal: 0-12
months LO: To understand the pre-verbal stages of child language acquisition. To research some of the key theorists from the child language acquisition unit. Copyright © 2009 www.englishteaching.co.uk + www.english-teaching.co.uk 3
4.
CONVERSATION WITHOUT WORDS Copyright ©
2009 www.englishteaching.co.uk + www.english-teaching.co.uk Babiesâ hand movements, facial expressions, voice tone and lip movements are different when their mothers are talking to them. Mothers then respond to babies gestures as if they are real conversational partners. This is called turn-taking, as the baby and mother are taking turns in conversation. If a baby points, itâs like saying âLook at that!â; therefore, itâs important that the parent responds. Turn-taking then transfers into language between the child and parent (child-directed speech is used). 4
5.
Copyright © 2009
www.englishteaching.co.uk + www.english-teaching.co.uk pre-verbal: refers to anything that the baby does or says before meaningful words are used. non-vocal: refers to behaviour that does not involve voice. vocalisations: refer to sounds made using the voice but which cannot be described as words. 1.turn-taking 2.pointing 3.daily routines Main Points: - Gaze, pointing, turn-taking and routines are all important in the developing language in the pre-verbal stages. - Crying allows babies to recognise the importance of language and communication. - biological noises ï cooing and laughing ï vocal play ï babblingï proto-word 5
6.
Copyright © 2009
www.englishteaching.co.uk + www.english-teaching.co.uk ] Task: 1. In pairs, brainstorm routines that parents and baby might share during a day. 2. For each one suggest baby activities that might count as responses for the parent (i.e. crying during nappy-changing might be seen as the baby objecting). 6
7.
Task Copyright © 2009
www.englishteaching.co.uk + www.english-teaching.co.uk ïŠ Read the article âA babyâs babble leads to languageâ and complete the questions below: 1. What was the hypothesis for the experiment? 2. What did the researchers conclude? 3. Which theory is this article supporting? 4. Check yourself in the mirror. Do you notice any lopsidedness? Easy Difficult stopped sounds: where air is momentarily stopped from being released (âpâ) (aspiration) reduplication: where the same vowel- consonant combination is repeated (da da) variegated babbling: as above except that the vowel sound changes (da de) consonant cluster: where a number of consonants are combined, as in /fr/ friction sounds: where there is vibration whilst air is released (the âsâ in pleasure) Babbling 7
8.
Key theorists Research the
following Theorists (briefly, as I will go over them): Chall Kroll Piaget Skinner Bruner What do they argue? 8 Copyright © 2009 www.englishteaching.co.uk + www.english-teaching.co.uk
9.
English Language Thursday 5th
November 2015 A Childâs Introduction to English Language Copyright © 2009 www.englishteaching.co.uk + www.english-teaching.co.uk 9
10.
OBJECTIVES Copyright © 2009
www.englishteaching.co.uk + www.english-teaching.co.uk 1. To look at how children develop their understanding and use of spoken English up to the age of about five. 2. To explore some of the main theories that try to explain how this happens. 3. To analyse real examples of child language data. 10
11.
TRUE OR FALSE? Copyright
© 2009 www.englishteaching.co.uk + www.english-teaching.co.uk ï„ At around 18 months, a child learns about 10 words a day. ï„ Deaf children exposed to sign language show the same stages of language acquisition, as do hearing children exposed to spoken languages. ï„ If a person develops his/her language after puberty, he/she will never be able to fully acquire language. ï„ Sixty percent of a childâs first 50 words are adjectives. ï„ Children at the age of 18 months will have a productive vocabulary of around 50 words. ï„ A childâs first recognisable word usually appears at the age of 5 months. ï„ A child understands more words than he/she can speak. ï„ A childâs language development is only affected by his/her social environment. ï„ During Stage 1 (18-30 months) of a childâs language development, he or she can use the subject + verb + object sentence structure. ï„ The average 17 year old person knows about 20,000 words. ï„ If you expose a baby to two languages at the same time, he/she will learn both. 11
12.
TRUE OR FALSE? Copyright
© 2009 www.englishteaching.co.uk + www.english-teaching.co.uk ï„ At around 18 months, a child learns about 10 words a day. ï„ Deaf children exposed to sign language show the same stages of language acquisition, as do hearing children exposed to spoken languages. ï„ If a person develops his/her language after puberty, he/she will never be able to fully acquire language. ï„ Sixty percent of a childâs first 50 words are adjectives. nouns ï„ Children at the age of 18 months will have a productive vocabulary of around 50 words. ï„ A childâs first recognisable word usually appears at the age of 5 months. 12 months ï„ A child understands more words than he/she can speak. ï„ A childâs language development is only affected by his/her social environment. genetics are also a factor ï„ During Stage 1 (18-30 months) of a childâs language development, he or she can use the subject + verb + object sentence structure. ï„ The average 17 year old person knows about 20,000 words. 60,000 ï„ If you expose a baby to two languages at the same time, he/she will learn both. 12
13.
THEORISTS Copyright © 2009
www.englishteaching.co.uk + www.english-teaching.co.uk Behaviourists believe⊠language is developed through imitating othersâ language and gaining positive and negative feedback from adults. Social Interactionists believe⊠childrenâs early language can be influenced and improved by adult carers adjusting their own speech patterns. Nativist Theorists believe⊠language is innate; we are âpre- programmedâ to acquire it. Cognitive Theorists believe⊠language will grow when childrenâs ideas about the world develop. 13 ïĄ Write a 1-2 sentence definition for each of the key terms (language development theorists) below. Also, state which linguist or psychologist is primarily associated with each theory. 1. Behaviourists 2. Social Interactionists 3. Nativist theorists
14.
NATIVISM Copyright © 2009
www.englishteaching.co.uk + www.english-teaching.co.uk ï„All children have an inbuilt language acquisition device (LAD) that enables them to extract the rules of the particular language from the words and structures they hear. ï„universal grammar: a theory that all languages share a similar grammatical structure under the surface. ï„critical period: childrenâs LADs must be activated with sufficient input before the age of 12, or the childâs language acquisition will be impaired. 14
15.
BEHAVIOURISM Copyright © 2009
www.englishteaching.co.uk + www.english-teaching.co.uk 15
16.
B.F. SKINNER Copyright © 2009
www.englishteaching.co.uk + www.english-teaching.co.uk ïœ Skinner coined the âSkinner Boxâ where he tested positive and negative reinforcement with rats and pigeons; therefore, some people are sceptical of his findings, as he did not focus on humans. ïœ He believed that language is learnt through positive and negative reinforcement. 16 http://blsolutionsaba.org/yahoo_site_admin/assets/images /skinner_Smiling.35130931.jpg
17.
Copyright © 2009
www.englishteaching.co.uk + www.english-teaching.co.uk ï€Parents do not say, âI breaked glassâ or âI fighted my toy soldiersâ; the behaviouristâs theory cannot account for childrenâs invention of language. ï€Children find meaning and truth more important than grammatical correctness, whereas parents focus on correct use of grammar. Child: I putted the plates on the table. Mother: You mean, I put the plates on the table. Child: No, I putted them on all by myself. Some Problems with Behaviourism 17
18.
SOCIALINTERACTION THEORY Copyright © 2009
www.englishteaching.co.uk + www.english-teaching.co.uk LANGUAGE ACQUISITION SUPPORT SYSTEM (LASS): a system that states that interaction helps support a childâs language acquisition (âscaffoldingâ). Father: Have you done a wee wee? Daughter: (smiles and maintains eye contact) Father: Shall we have a look in your nappy? Daughter: (vocalises and smiles) Father: Letâs get the baby wipes then, shall we? Daughter: (vocalises and looks after dad as he goes to get the wipes)
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COGNITIVE DEVELOPMENT Copyright © 2009
www.englishteaching.co.uk + www.english-teaching.co.uk ïœ Theoristsï Lev Vygotsky and Jean Piaget ïœ Language comes with understanding; a child cannot linguistically articulate concepts he/she does not understand ïœ A child needs to understand the idea of the past in order to use past tense 19 THE ZONE OF PROXIMAL DEVELOPMENT The Examination Board wants you to know this term ïœ Who? Vygotsky ïœ What? The difference between what a child can do with help and what he can do without guidance
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20 ïœ Object permanenceï
the ability to understand that an object still exists even though it is no longer in sight ïœ Vygotsky believed that collaborative play is essential to childrenâs learning. He believed that, âWhat a child can do in co- operation today, he can do alone tomorrowâ ïœ Virtuous error: a logical mistake made by children based on the rules they already know (i.e. mouses or forgeted) Copyright © 2009 www.englishteaching.co.uk + www.english-teaching.co.uk
21.
TASK ïŠ Read the
article âWhisper it quietly, but the power of language may all be in the genesâ and answer the questions below: Copyright © 2009 www.englishteaching.co.uk + www.english-teaching.co.uk â Which theory is this article supporting? â What happens if the gene is mutated? â What is another theory on why the KE family suffer the linguistic disorder? â What ethical issue arises from the topic? â Use the Internet to research âferal childrenâ or âThe Case of Genieâ. How are they affected? 21 The article you will be using was in The Observer on October 7th, 2001, and was written by Robin McKie. The title is 'Whisper it quietly, but the power of language may all be in the genes'. It is an article about the nativist theory of language (Chomsky) and a family (KE is their scientific codename). It supports the fact that a single misplaced gene can affect your ability to control language and pronounce words; therefore, it is highly supportive of Chomsky's theory.
22.
Copyright © 2009
www.englishteaching.co.uk + www.english-teaching.co.uk 22 * Which theories were mentioned in the film? * When was the critical period of language development? Who proposed that if a child did not learn language before puberty, s/he would not be able to fully acquire language? * What linguistic conclusions did you make from the film? * Do you believe the psychologists were ethical in the treatment and care of Genie? If not, how could they have been better? * Genie did not fully acquire language in the end. Which theory does this evidence support? https://www.youtube.com/watch?v=hmdycJQi4QA TASK: Genie Questions http://farm4.static.flickr.com/3400/3265088651_6287fa2365.jpg
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English Language Child-directed speech LO:
To develop understanding of CDS. To identify contextual factors that may affect a childâs language acquisition. Copyright © 2009 www.englishteaching.co.uk + www.english-teaching.co.uk 23
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THE FEATURES OF CHILD-DIRECTED
SPEECH Copyright © 2009 www.englishteaching.co.uk + www.english-teaching.co.uk ï„More pronounced intonation that draws attention to key morphemes or lexemes. ï„Simplified vocabulary that helps establish keywords (âdogâ rather than âGerman shepherdâ). ï„Repeated grammatical âframesâ that help draw attention to new elements within those frames (e.g. âWhat animal lives in a kennel? What animal lives in a sty?). ï„Simplified grammar â shorter utterances. ï„Actions that accompany speech: pointing, smiling, shrugging shoulders). ï„More obvious lip and mouth movement. 24
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Meaning Example EXAGGERATING PROSODIC CUES using
more exaggerated intonation patterns and slightly higher frequencies, greater pitch variations. Uh oh! RECASTING phrasing sentences in different ways, such as making it a question. âdada byebye daddy⊠Is daddy going byebye? ECHOING repeating what the child said. EXPANSION restating what the child said in a more linguistically sophisticated form. âball all goneâ = âYes, we lost the ball.â EXPATIATION expounding further on the word by giving more information. (baba hot) > Yes, the bottle is hot. Weâll wait until later. LABELING providing the name of objects, using simplified vocabulary OVERARTICULATING using more precise sounds contained in the words, stretching out sounds, sounding out âsuper-vowelsâ yees fahr good Copyright © 2009 www.englishteaching.co.uk + www.english-teaching.co.uk 25
26.
DIRECTED SPEECH: WHAT DO
YOU THINK? Copyright © 2009 www.englishteaching.co.uk + www.english-teaching.co.uk ïœ High-socioeconomic status (SES) mothers use longer utterances and more different words when they talk to their children than low-SES mothers and, in turn, their children have larger vocabularies. ïœ Low-SES mothers are found to talk less and use less varied vocabulary during interaction with their children than high-SES mothers. ïœ It is estimated that children from the high-SES families they observed heard approximately 11,000 utterances in a day, compared to 700 utterances for the children from low-SES families. ïœ Low-SES mothers more often use speech to direct their childrenâs behaviour and high-SES mothers more often use speech to elicit conversation from their children. 26
27.
CULTURE CAN ALSO
HAVE AN EFFECT Copyright © 2009 www.englishteaching.co.uk + www.english-teaching.co.uk Linguists have studied striking differences in the way middle-class mothers in the US communicate with their children compared to Gusii mothers of Kenya, with the Gusii mothers rarely making eye contact with their children and only responding to child vocalizations if the children are in distress (Richman, Miller & LeVine, 1992). - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - The communicative actions (or non-actions) of the Gusii mothers follow from their beliefs that babies cannot understand speech and thus it is senseless to talk to them before they are older and can understand what is being said (LeVine, 2004). - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Similar conclusions have been drawn based on research with the Kaluli of Papua New Guinea (Ochs & Schieffelin, 1984), who believe their children to be helpless and have no understanding, and thus do not engage them in dyadic communicative interactions. 27 TASK * Use the characteristics of child-directed speech to create 3 scripts between a child and a parent when out shopping/watching television/eating dinner. * In each script, include at least two characteristics. * You can also puts actions into parentheses.
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English Language: Lexical
and semantic development LO: To develop an understanding surrounding the lexical and semantic development of childrenâs acquisition Copyright © 2009 www.englishteaching.co.uk + www.english-teaching.co.uk 28
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Copyright © 2009
www.englishteaching.co.uk + www.english-teaching.co.uk ïČBaby talk contributes to mental development, as it helps teach the child the basic function and structure of language. ïČStudies have found that responding to an infant's babble with meaningless babble aids the infant's development. ïČWhile the babble has no logical meaning, the verbal interaction demonstrates to the child the bidirectional nature of speech, and the importance of verbal feedback. RESEARCHERS BELIEVE ⊠29
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CHILDâS WORD DEFINITION baba
blanket or bottle beddy-bye go to bed, sleeping, bedtime blankie blanket boo-boo wound or bruise dada father din-din dinner num nums food/dinner ickle little icky disgusting nana grandmother oopsie-daisy small accident owie wound or bruise num nums dummy pee-pee urinate or penis poo-poo defecation potty toilet sleepy-byes go to bed, bedtime stinky defecation tummy stomach widdle urine wuv love yucky disgusting yum-yum tasty, meal time uppie wanting to be picked up A CHILDâS LEXIS Copyright © 2009 www.englishteaching.co.uk + www.english-teaching.co.uk 30
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âTHE MORE KNOWLEDGEABLE
OTHERâ THEORY Copyright © 2009 www.englishteaching.co.uk + www.english-teaching.co.uk Who? âHolt and Willard When? â2000 What was the theory? âSocial constructive theory that states children need a knowledgeable other in order to acquire acute language skills. âA child needs to see him / herself in people who they determine to be more knowledgeable. âTherefore, this relationship is advantageous in acquiring language. 31 The Exam board is looking for a reference to this theory.
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DATA EXTRACT 17
ïŠ Copyright © 2009 www.englishteaching.co.uk + www.english-teaching.co.uk 1 Can you notice any patterns of âvirtuous errorâ? 2 What are the characteristics of their speech? 3 What can they do? 4 Link what the children are saying to the different theoretical models we have explored. 32 Liam: The goodies are going on their ship cos theyâve catched a baddie. Stan: Yeah, theyâve caught him and throwed him in the dungeons. Liam: The cavemans are laughing. This oneâs much more braver than the baddies thoughâŠIâm going to build a whole army of goodies. Stan: Yeah, cos the baddies are coming. Together: Charge! A conversation between twin boys aged 3 years 6 months
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KEY TERMS Copyright ©
2009 www.englishteaching.co.uk + www.english-teaching.co.uk Utterance a stretch or continuous unit of speech. Morphology the study of word structure, especially in terms of morphemes. Pre-verbal the stages before actual words are uttered. Referent: the object or person in the real world to which a sound consistently relates. Plural the marking of a noun to indicate how many are being talked about. Possession the marking of a word to indicate that it possesses or owns something. Cooing open-mouth vowel sounds made by babies of about 3 to 6 months old. Babbling repeated consonant-vowel sounds and a combination of these made by babies of about 6 to 12 months old. Proto-words sounds that resemble actual words but that are not consistently applied to their referents. Productive vocabulary the words a child can actually speak. Holophrase a one-word utterance that is used to communicate more than the one word on its own. Overextend to stretch the meaning of a word (i.e. labeling rats and rabbits as âmouseâ). Underextend to contract the meaning if a word. Overextension a feature of a childâs language where the word used to label something is stretched to include things that arenât normally part of that wordâs meaning. Hyponym a word within a hypernymâs category (i.e. apple or broccoli) Hypernym a category into which other words fit (i.e. fruit or vegetable) Telegraphic the stage during which children use three or more words, usually omitting grammatical words (i.e. determiners, auxiliary verbs and prepositions) but keeping lexical words (i.e. nouns, verbs and adjectives) Post-telegraphic the stage after telegraphic during which many of the omitted words from the stage before start to appear (i.e. auxiliary verbs, prepositions, etc.) 33
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1. What could
be some influences on language acquisition? 2. What words might a child brought up in the country say? 3. In the city? Childâs words Context to utterance âTigerâ Used when looking at pictures of tigers, lions and leopards in a picture book. âSocksâ Used when referring to gloves. âDuckâ Used when talking about feeding ducks, pigeons and other birds in a park. âCatâ Used when pointing at door where cat normally waits. âShoesâ Used when referring to own pair of shoes but not when talking about any other type of shoe. Copyright © 2009 www.englishteaching.co.uk + www.english-teaching.co.uk 34
35.
ïĄ What sort
of characteristics do the objects named in List A have which might account for them being among the first to be labelled by children? Why wouldnât words from List B be used as frequently? Copyright © 2009 www.englishteaching.co.uk + www.english-teaching.co.uk A: clock, key, blanket, shoe, sock. horse, car, ball 35 TASK B: sofa, floor, lamp, nappy, pants, house, tree, park
36.
FACTS: THE DEVELOPMENT OF
A CHILDâS VOCABULARY Copyright © 2009 www.englishteaching.co.uk + www.english-teaching.co.uk 36 A childâs first recognisable word usually appears at about 12 months of age, but this varies depending on the child. Once children reach 18 months, they will have a productive vocabulary of around 50 words. At 24 months, most children will have reached at 200- word productive vocabulary, and by 36 months, it be around 2,000 words. On average, children will learn 10 words a day. The early words of children fall into four categories: naming, action, social and modifying.
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GRAMMATICAL DEVELOPMENT Thursday 26th November
2015 - Syntax Copyright © 2009 www.englishteaching.co.uk + www.english-teaching.co.uk 37
38.
OBJECTIVES Copyright © 2009
www.englishteaching.co.uk + www.english-teaching.co.uk 1 Learn how childrenâs early language develops through different identifiable stages. 2 See how children build up longer and more complicated utterances as they get older. 3 Study the patterns in childrenâs early grammatical development. 38
39.
39 What do we mean by syntax? ï„Syntax
is another name for word order ï„A childâs development of syntax refers to how a child puts words into patterns and he/she develops an understanding of how words control meaning THE TWO WORD STAGE With a partner, attempt to hold a conversation using only two words for about a minute. Choose the conversation topics below: * where youâre going on holiday * what youâre doing for the weekend * what happened at the football match. Record your two word utterances in a transcript format after you have the conversations ïœ At around 18 months of age, babies begin to combine words to form two word utterances. Task Copyright © 2009 www.englishteaching.co.uk + www.english-teaching.co.uk
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40 WORD S ïœ endings on
words such as âdroppedâ and sleepingâ ïœ articles (a, the) ïœ prepositions (in, on, with, at) ïœ the verb âto beâ (I AM happy, you ARE silly) ïœ auxiliary verbs (DOES run, CAN run, IS running) AT THE TWO WORD STAGE: DERIVATIONAL MORPHOLOGY: MAKING NEW WORDS Conversion -> Using word as a different word class e.g. âI jammed the toastâ Affixation -> Applying endings to words to create new ones âItâs crowdy in hereâ or âHeâs shooting his shooter.â Compounding -> Joining existing words together into new combinations e.g. âhorsey-manâ and âtractor-man.â Copyright © 2009 www.englishteaching.co.uk + www.english-teaching.co.uk
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Copyright © 2009
www.englishteaching.co.uk + www.english-teaching.co.uk 41 PHONOLOGICAL DEVELOPMENT
42.
OBJECTIVES Copyright © 2009
www.englishteaching.co.uk + www.english-teaching.co.uk ïœ Study the sounds children make from birth up to the one-word stage. ïœ Explore how children develop through different stages until they create recognisable words. ïœ Observe the patterns in childrenâs early phonological development. ïœ Explore how childrenâs production and comprehension of sounds are related. 42
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https://www.youtube.com/watch?v=Dj z82FBYiug ïœ Watch the
clip and use your phonics tables to identify the sounds being learnt. 43
44.
Copyright © 2009
www.englishteaching.co.uk + www.english-teaching.co.uk Studies on infants have shown that newborns have a natural preference to attend to the human voice above all environmental sounds. When listening to the human voice they show a distinct preference for listening to speech over non-speech sounds like laughing and coughing. Linguists have demonstrated that 3-day old babies can distinguish between utterances in their mothersâ language and those in another language. Children are born universal; they are capable of producing any sound in the human language (i.e. rolling their ârâs in Spanish or saying the âchâ sounds of Scots). At the age of 12 months, they contract their range to the language in their native country; they concentrate on the phonemes used in the native language. 44 THE HUMAN VOICE
45.
SOME FACTS ABOUT
PHONOLOGICAL DEVELOPMENT Copyright © 2009 www.englishteaching.co.uk + www.english-teaching.co.uk Vowels are acquired before consonants. By the age of 2œ, the average child has acquired all of the vowels and two thirds of the consonants. By the age of 4, only a few consonants are causing a problem. By 6 or 7 years of age, the child is confident in the use of both vowels and consonants. Initial consonants in a word are much easier to master than final ones. 45
46.
INTONATION AND MEANING Copyright ©
2009 www.englishteaching.co.uk + www.english-teaching.co.uk ïœ Intonation is particularly important at the one and two word stages. Why? ïœ A child who says âmy carâ may use different strengths of intonation to produce a different meaning for each utterance. How could a child say it differently? ïœ Pitch is an important component of intonation. ïœ Mandarin Chinese can have as many as four different meanings for one sound depending on the intonation that is being used. ïœ Cruttenden (1974) demonstrated that understanding of patterns of intonation is still developing in the teens. 46 1 Want cookie 2 Dat doggie 3 His baba 4 Daddy bye bye
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EARLY MISTAKES IN
SOUNDING WORDS: Copyright © 2009 www.englishteaching.co.uk + www.english-teaching.co.uk 47
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48 ïĄ Translate the following
words into the correct spelling words: 1. kwit 2. zu 3. kof 4. fiziks 5. yot 6. kwikli 7. sel 8. bunyo n ïĄ Rewrite the following words to reflect their sounds of the words: 1 knot 2 duck 3 yams 4 hats 5 laugh 6 dumb 7 can 8 central 9 onion 10 who 11 when 12 quest Copyright © 2009 www.englishteaching.co.uk + www.english-teaching.co.uk
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Copyright © 2009
www.englishteaching.co.uk + www.english-teaching.co.uk 49 PRAGMATIC DEVELOPMENT
50.
SUBSTITUTION AND ADDITION Copyright
© 2009 www.englishteaching.co.uk + www.english-teaching.co.uk 50 This vowel sound, Ó, sounds like the âaâ at the end of vanilla Correct Spelling Adult Child egg eg egÓ pig pig pigÓ blue blu bÓlu apple apl apo button butn butu
51.
WHY DO THE
MISTAKES HAPPEN? Copyright © 2009 www.englishteaching.co.uk + www.english-teaching.co.uk FRICATIVE ï a sound that is created by the slow and controlled release of air through the mouth, creating friction. STOPS ï sounds where the air flow is completely stopped. They are created in the throat (e.g. glottal stop), at the back of the mouth (e.g. ck), at the alveolar ridge (e.g. t) or by the lips (e.g. p) 51
52.
Which mistakes are
being made? Copyright © 2009 www.englishteaching.co.uk + www.english-teaching.co.uk 1 âDatâs a circle.â 2 âMe want nother bissie.â 3 A baby says âbootooâ for âbuttonâ. 4 âGlueâ becomes âgooâ. 5 âChocolate biscuitâ becomes âcocker bisikâ. 6 A baby called Francis attempts to say his own name. It comes out as âSassyâ. 7 âWing a wing a woses!â 52
53.
THE FIS PHENOMENON Copyright
© 2009 www.englishteaching.co.uk + www.english-teaching.co.uk 53
54.
What do you
think? ïœ At what age do we understand? ïœ How might this be immeasurable? 54
55.
WHAT DO WE
MEAN BY PRAGMATICS? Copyright © 2009 www.englishteaching.co.uk + www.english-teaching.co.uk Pragmatics is an area of language study linked to the things people mean rather than what they actually say. 55 Pragmatics refers to: ï€implicature ï expressing meaning indirectly ï€inference ï what someone thinks you are saying ï€humour ï€politeness
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HOW CAN PRAGMATICS
BE DIFFICULT? Why would these statements be difficult for a child? Copyright © 2009 www.englishteaching.co.uk + www.english-teaching.co.uk A woman asks where the post office is and is told in reply, âItâs a Sunday.â A student says to her friend: âMmmm, nice jacket. Are there lots of charity shops in Peckham?â A father says to his daughter, who has just dropped his mobile phone in the paddling pool, âThanks very much, that makes life a lot easier.â 56
57.
THE FUNCTIONS OF
CHILDRENâS EARLY LANGUAGE Copyright © 2009 www.englishteaching.co.uk + www.english-teaching.co.uk The linguist Michael Halliday broke down childrenâs early language functions into what he termed a âtaxonomy languageâ ï« Instrumental ï expresses needs (e.g. âWant juiceâ) ï« Regulatory ï used to tell others what to do (e.g. âGo awayâ) ï« Interactional ï used to make contact with others and form relationships (e.g. âLove you, mummyâ) ï« Personal ï used to express feelings, opinions and individual identity (e.g. âMe good girlâ) ï« Heuristic ï Language used to gain knowledge about the environment (i.e. âWhat the tractor doing?â) ï« Imaginative ï Here language is used to tell stories and jokes, and to create an imaginary environment. ï« Representational ï Use of language to convey facts and information 57
58.
Which of Hallidayâs
functions might be at work in each utterance? Copyright © 2009 www.englishteaching.co.uk + www.english-teaching.co.uk 1 âPut me down!â whilst talking to father who has lifted her up. 2 âBiscuit!â whilst pointing at a biscuit tin. 3 âWhy, daddy?â whilst asking why the biscuits have gone. 4 âI walkingâ; giving commentary, and therefore showing she doesnât need help. 5 âLook at me, Iâm a fairy.â whilst dressing up in clothes and drawing attention to the game she is playing. 58
59.
EXAM REVIEW ïĄ Copyright
© 2009 www.englishteaching.co.uk + www.english-teaching.co.uk ] You will need to comment about five linguistic features in a text. The more you expand on the features, the more points you will earn. ] You will need to write about language development theories and how they affect a childâs development. Give examples and also be open- minded. 59
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