Chapter 3 Building Blocks of Language Language Development from Theory to Practice, 2e © 2012 Pearson Education, Inc. All rights reserved.
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Transcript 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.
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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.
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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.
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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.
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What is Phonological
Development, cont
Developing sensitivity to the
phonotactic rules of one’s native
language
________________________________
________________________________
________________________________
Language Development from Theory to
Practice, 2e
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3-7
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Phonological Building Blocks
_____________________________
_____________________________
_____________________________
Language Development from Theory to
Practice, 2e
Khara L. Pence Turnbull and Laura M. Justice
3-8
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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.
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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.
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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
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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.
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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
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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
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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
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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.
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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.
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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.
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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.
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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
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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
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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
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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
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3-32
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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
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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
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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
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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
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3-36
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Influences on Semantic
Development
Factors influence:
_______________________________
_______________________________
_______________________________
__________________
Language Development from Theory to
Practice, 2e
Khara L. Pence Turnbull and Laura M. Justice
3-37
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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
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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
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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
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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
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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
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Temperament
__________________________________
__________________________________
One’s behavioral style or ______________
_______________________________
_______________________ variations in
neurochemistry (Kagan & Snidman, 2004)
Language Development from Theory to
Practice, 2e
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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
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3-44
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