Chapter 3 Building Blocks of Language Language Development from Theory to Practice, 2e © 2012 Pearson Education, Inc. All rights reserved.
Download ReportTranscript Chapter 3 Building Blocks of Language Language Development from Theory to Practice, 2e © 2012 Pearson Education, Inc. All rights reserved.
Chapter 3 Building Blocks of Language Language Development from Theory to Practice, 2e © 2012 Pearson Education, Inc. All rights reserved. Focus Questions This chapter is designed to answer the following questions: What is phonological development? What is morphological development? What is syntactic development? What is semantic development? What is pragmatic development? Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-2 © 2012 Pearson Education, Inc. All Rights Reserved. Introduction Language– ________________________ ___________________________________ ___________________________________ ________________. Language development involves achieving ___________ in each of these domains: _____________________________ _____________________________ _____________________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-3 © 2012 Pearson Education, Inc. All Rights Reserved. Introduction, cont: Building Blocks Phonological development: ________ __________________________________ __________________________________ __________________________________ __________________________________. Pragmatic development: ___________ __________________________________ __________________________________ __________________________________. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-4 © 2012 Pearson Education, Inc. All Rights Reserved. Introduction, cont: Building Blocks Morphological development: ________ ___________________________________ ___________________________________ Syntactic development: _____________ ___________________________________ ___________________________________. Semantic development: _____________, ___________________________________ ___________________________________. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-5 © 2012 Pearson Education, Inc. All Rights Reserved. What is Phonological Development? Definition: ____________________ ______________________________ ______________________________ Phonemes: ______________________ _________________________________ _________________________________ Phonological representation: _________________________________ ________________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-6 © 2012 Pearson Education, Inc. All Rights Reserved. What is Phonological Development, cont Developing sensitivity to the phonotactic rules of one’s native language ________________________________ ________________________________ ________________________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-7 © 2012 Pearson Education, Inc. All Rights Reserved. Phonological Building Blocks _____________________________ _____________________________ _____________________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-8 © 2012 Pearson Education, Inc. All Rights Reserved. Parsing the Stream of Speech Infants use ___________ to parse speech stream into smaller units (e.g., words) and to separate simultaneously occurring speech streams. Prosodic cues: ________________________ ______________________________________ _______________________ Knowledge of _________________ Knowledge of _______________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-9 © 2012 Pearson Education, Inc. All Rights Reserved. Parsing the Stream of Speech, cont Phonotactic cues: __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ _______________________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-10 © 2012 Pearson Education, Inc. All Rights Reserved. Developing a Phonemic Inventory Phonological knowledge: ________ ________________________________ ____________________________ Phonological production: ________ ________________________________ _________________________ Early consonants Late consonants Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-11 © 2012 Pearson Education, Inc. All Rights Reserved. Developing a Phonemic Inventory, cont Timing of development influenced by: _______________________ _______________________ ________________________ Order of consonantal acquisition varies across languages Sufficiently well-developed by _______ years of age to provide for fully intelligible speech Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-12 © 2012 Pearson Education, Inc. All Rights Reserved. Phonological Awareness ______________________________ ______________________________ ______________________________ Identify rhyming words Identify the first sound in a word Count the number of phonemes in a word Phonemic awareness: __________ _______________________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-13 © 2012 Pearson Education, Inc. All Rights Reserved. Phonological Awareness, cont Phonics: ______________________ ______________________________ _________________________ Children who are “phonologically aware” are better able to profit from phonics instruction than children who are unaware ______________________________ ______________________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-14 © 2012 Pearson Education, Inc. All Rights Reserved. Influences on Phonological Development: Native Language Influence of the phonemic composition of the language(s) to which infants are exposed “Functional load:” ________________ _______________________________ _______________________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-15 © 2012 Pearson Education, Inc. All Rights Reserved. Influences on Phonological Development: Linguistic Experience Variability in phonological exposure _______________________________ _______________________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-16 © 2012 Pearson Education, Inc. All Rights Reserved. What is Morphological Development? Definition: _________________________ ____________________________ Morphemes: _______________________ Many words involve the combination of several morphemes Morphemes can add grammatical inflection to words (e.g. adding -ed to walk to create walked) Morphemes can change the syntactic class of words (e.g. adding -like to child to create childlike) Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-17 © 2012 Pearson Education, Inc. All Rights Reserved. Morphologic Building Blocks Grammatical morphemes: ________ _____________________: Plural s Possessive ‘s Past tense -ed Present progressive -ing Derivational morphemes: __________ __________________________________ Prefixes Suffixes Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-18 © 2012 Pearson Education, Inc. All Rights Reserved. Grammatical Morphemes Bound morphemes: _________________ ____________________________________ Free morphemes: ___________________ ____________________________________ _____________________________ Child’s acquisition of the major grammatical morphemes fairly invariant in both order and timing of acquisition Around_______, emergence of first grammatical morpheme, the present progressive -ing Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-19 © 2012 Pearson Education, Inc. All Rights Reserved. Derivational Morphemes Morphemes added to ________ to create ______________ The corpus of words derived from a common root word share derivational relations. Derived words are created by __________ ___________________________________ ___________________ Development of derivational morphology– __________________________________. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-20 © 2012 Pearson Education, Inc. All Rights Reserved. Influences on Morphologic Development Roger Brown (1973); A First Language Described children’s development of _____ grammatical morphemes Emerged in a uniform order across children Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-21 © 2012 Pearson Education, Inc. All Rights Reserved. Second Language Acquisition Persons learning a second language that differs considerably in its grammatical morphology from their native language may ___________________________________ _________________________ Influences: ___________ ____________________________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-22 © 2012 Pearson Education, Inc. All Rights Reserved. Dialect _______________________________ _______________________________ _____________________ e.g., African American Vernacular English (AAVE) vs. General American English (GAE): Copula or be auxiliary verbs Verb tense inflections Possessive and plural inflections AAVE students who have more knowledge of GAE perform better in reading development Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-23 © 2012 Pearson Education, Inc. All Rights Reserved. Language Impairment Hallmark characteristic of SLI: _______ ________________________________ Verb markings, such as past tense inflection and the third person singular inflection Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-24 © 2012 Pearson Education, Inc. All Rights Reserved. What is syntactic development? Definition: ________________________ ___________________________________ ________________________ How to ________________________ that specify “Who did what to whom” Developed through ________________ of the grammatical system of one’s language Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-25 © 2012 Pearson Education, Inc. All Rights Reserved. Syntactic Building Blocks “Discrete combinatorial system:” a finite number of discrete elements that allow the child to produce an infinite number of sentences (Pinker, 1994) 3 major syntactic achievements: ________________________ ________________________ ________________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-26 © 2012 Pearson Education, Inc. All Rights Reserved. Utterance Length Utterance length gradually increases from ___________________ years of age By age 6 years, most children are able to __________________________________ _______________________ Calculating the mean number of morphemes per utterance (mean length of utterance: MLU) _____________________________ __________________________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-27 © 2012 Pearson Education, Inc. All Rights Reserved. Declaratives Declarative sentences ______________ Simple declaratives organizational schemes: 1. 2. 3. 4. 5. 6. Subject Subject Subject Subject Subject Subject + + + + + + verb verb verb verb verb verb phrase phrase + object phrase + complement phrase + adverb phrase + indirect object + direct object + direct object + indirect object Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-28 © 2012 Pearson Education, Inc. All Rights Reserved. Declaratives, cont Fairly common for ____________ to have mastered the majority of these patterns and to use coordinating and subordinating conjunctions to link several together. Children never explicitly taught _____ to produce declarative sentences; they intuit the rules from the language around them Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-29 © 2012 Pearson Education, Inc. All Rights Reserved. Negatives Negative sentences __________ _____________________________ ________________________ Negation involves learning where to _____________________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-30 © 2012 Pearson Education, Inc. All Rights Reserved. Interrogatives 2 major question types: Wh questions: _______________________ _____________________________________ Yes-no questions: ___________________ Specific ___________ to organize sentences for interrogative purposes. Placing the wh word in the initial noun phrase slot and “emptying” the object slot Yes-no interrogative: auxiliary verb “is” moves from its place following the subject and preceding its main verb to go before the subject Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-31 © 2012 Pearson Education, Inc. All Rights Reserved. Language Impairment Specific: _________________________ Secondary: _______________________ Specific language impairment (SLI) Mental retardation; down syndrome (DS) Acquired language disorders: _______ ___________________________________ ______________ Stroke: Broca’s area in left hemisphere Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-32 © 2012 Pearson Education, Inc. All Rights Reserved. What is Semantic Development? Definition: an individual’s learning and storage of the meaning of words. New worddevelop internal representation of the word: _______________ _______________ _______________ Knowledge of a specific word matures over time Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-33 © 2012 Pearson Education, Inc. All Rights Reserved. Semantic Building Blocks 3 major tasks for the language learner: 1. 2. 3. __________________________________ _________________________ _________________________ _______________________________ _______________________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-34 © 2012 Pearson Education, Inc. All Rights Reserved. The Mental Lexicon The volume of words one understands (receptive lexicon) and uses (expressive lexicon) Typically, the __________ is larger than the __________. Vocabulary spurt begins near the end of the _____ ______ and continues for several years thereafter Children transition from a slow stage of development to a rapid stage of development with an inflection point differentiating the slow and rapid stages. Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-35 © 2012 Pearson Education, Inc. All Rights Reserved. Building a Semantic Network New words stored in a semantic network Entries organized based on ______________ Weak or strong connections based on the extent to which words share _____________________ ________________________ Entries themselves do not carry meaning, but rather the __________________ (Harley, 2001) Spreading activation: _______________ ___________________________________ ________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-36 © 2012 Pearson Education, Inc. All Rights Reserved. Influences on Semantic Development Factors influence: _______________________________ _______________________________ _______________________________ __________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-37 © 2012 Pearson Education, Inc. All Rights Reserved. Gender Early in language acquisition _______ ______________________________ _________________ Early differences tend to attenuate if not disappear by ____________ years of age __________________________ variables influence these patterns Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-38 © 2012 Pearson Education, Inc. All Rights Reserved. Language Impairment Children who exhibit a ______________ _________________________________ _________________________________ _________________________________ Difficulties in learning new words Poorly-organized semantic networks _________________________ of items from the semantic network Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-39 © 2012 Pearson Education, Inc. All Rights Reserved. Language Exposure Significant relationship between the ______ ____________________________________ ___________________________________ ______________________ Orphanages: depressed vocabularies Low socioeconomic status (SES) households Parents’ emotional resources– compromises the quality and frequency of parents’ conversational interactions with their children Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-40 © 2012 Pearson Education, Inc. All Rights Reserved. What is Pragmatic Development Definition: ________________________ __________________________________ ____________________ Aspects that emerge during early childhood: 1. 2. 3. ______________________________________ _________________________ _________________________ ______________________________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-41 © 2012 Pearson Education, Inc. All Rights Reserved. Sensitivity to Extralinguistic Cues Posture, gesture, facial expression, eye contact, proximity, pitch, loudness, pausing Register: _____________________ ______________________________ _____________________ Dramatic play Requests of peers vs. adults Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-42 © 2012 Pearson Education, Inc. All Rights Reserved. Temperament __________________________________ __________________________________ One’s behavioral style or ______________ _______________________________ _______________________ variations in neurochemistry (Kagan & Snidman, 2004) Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-43 © 2012 Pearson Education, Inc. All Rights Reserved. Social and Cultural Contexts of Development Children’s pragmatic development reflects the ____________________ ______________________________ Achievements in each area of pragmatic building blocks reflect the socialization practices children experience at _______________________________ Language Development from Theory to Practice, 2e Khara L. Pence Turnbull and Laura M. Justice 3-44 © 2012 Pearson Education, Inc. All Rights Reserved.