Vocab Words in Language Development

1. Final Vocabulary Journal
By Kaylee Peters
SOE 261

2. Week 1
• Word: Syntax
• Definition: Syntax refers to the rules in a sentence. According
to Owens (2012), “these rules specify word phrase, and
clause order; and the relationships between words, word
classes, and other sentence elements” (p. 18).
• Example: Lilly was using the incorrect syntax in her paper that
she wrote. The words in her sentences were not in the correct
order showing inappropriate use of syntax.

3. Week 2
• Word: Generative Theory/ Approach
• Definition: The Generative Approach refers to how children acquire
language from within themselves or that “they are born with innate
rules or principles related to structures of human languages”
(Chomsky, 1965; de Villiers, 2001; Lenneberg, 1967; Wexler, 1998;
Yang, 2002 as cited in Owens, 2012, p. 39).
• Example: I would side with the Generative approach because I believe
that children develop language from the rules they already have wired
in their brains. Chomsky sided with the Generative approach because
he also believed that learning and the development of language is a
biological factor.

4. Week 3
• Word: Theory of Mind
• Definition: Theory of Mind deals with thoughts, feelings, and
beliefs that people have and the awareness that these
thoughts, feelings, and beliefs may not be the same as
others. This is a skill that children gradually develop.
• Example: My friend had a sad look on her face this morning
and my Theory of Mind is telling me that she might be upset
about something.

5. Week 4
• Word: Illocutionary stage of communication intent
• Definition: According to Owens, this stage occurs around 8-12
months and includes the emergence of intentional
communication. During this stage, children will use certain
gestures in order to achieve some sort of goal.
• Example: I believe that my 8-month-old child is experiencing
the illocutionary stage of communication intent because she
often will bring me different toys so that I will play with her.

6. Week 5
• Word: Selective Imitation
• Definition: Selective imitation occurs in young children,
typically toddlers, when they repeat what someone says using
no more than three utterances. They will typically repeat
something that is meaningful to them.
• Example: My young child used selective imitation when she
said, “want food” after I communicated, “mommy wants some
food”.

7. Week 6
• Word: Functional-core hypothesis
• Definition: This hypothesis relates to how children’s
definition of objects relate to its function. Children will
state what the object’s function is when asked the
definition rather then explain what the object actually is.
• Example: If you ask a child, “what’s a cup?” The child
might respond, “something you drink out of?”

8. Week 7
• Word: Chaining
• Definition: Chaining is a strategy that children use when
organizing a narrative. This strategy “consists of a
sequence of events that share attributes and lead directly
from one to another” (p. 246).
• Example: “My dog went for walk with me. We walked to
the park. He saw another dog and barked. And then we
went home.”

9. Week 8
• Word: Modal Auxiliaries
• Definition: According to Owens, “modal auxiliaries are
used to express moods or attitudes such as ability” (p.
284). The use of these auxiliary verbs gradually develop
in children from about 27 months and up.
• Example: A 30-month-old child typically is able to use the
words can, be + V-Ing, and will.
– “I can go potty”

10. Week 9
• Word: Metalinguistic Awareness
• Definition: According to Owens, “metalinguistic abilities enable a
language user to think about language independently of
comprehension and production abilities” (p. 351). It is a more high
level of thinking and reflecting on language and how it is used.
• Example: Coming up with riddles is a way to show metalinguistic
awareness because it involves a high level of thinking and reflecting
on language. A big part of riddles is using Homonyms, which
requires metalinguistic awareness.

11. Week 10
• Word: Critical literacy
• Definition: Critical literacy goes beyond being able to read a
book. It includes a deeper understanding, “in which a reader
actively interprets, analyzes, and synthesizes the information
and is able to explain the content” (p. 362).
• Example: After reading a story in class, the children had to
come up with the plot, setting, main characters, and moral of
the story.

12. References
• Owens, R. E. (2012). Language development: An
introduction (8th ed). Boston, MA: Pearson.