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English Language > Key terms for CLA (Paper 3) > Flashcards

Key terms for CLA (Paper 3) Flashcards

1
Q

Communicative competence

A

Ability to form accurate and understandable utterances, using the grammar system, and understand social context for using them

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2
Q

Proto words

A

‘Made up’ words that a child will use to represent a word that that they may not be able to pronounce e.g. ‘ray ray’ for raisins

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3
Q

Pre-verbal stage

A

2-6 months
A period of time that involves experimenting with noises and sounds but without producing recognisable words- usually lasting for the majority of the baby’s first year

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4
Q

Cooing

A

Distinct from crying but not yet forming recognisable vowels and consonants

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5
Q

Babbling

A

Vocal play that involves forming vowel and consonant sounds, which can be reduplicated ( repeated) or variegated (different sounds put together)

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6
Q

Variegated sounds

A

Different sounds put together

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7
Q

Holophrastic stage

A

12-18 months

The point in a child’s development when a child uses individual words to communicate

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8
Q

Non-verbal communication

A

All the ways in which communication occurs that does not involve words (e.g. shaking the head from a parent)

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9
Q

Phonological development

A

Refers to how children learn to organize sounds into meaning or language (phonology) during their stages of growth.

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10
Q

Plosives

A

The sound made by closing the mouth and then releasing a burst of breath: t, k, and p (voiceless) and d, g, and b (voiced).

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11
Q

Fricatives

A

Produced by bringing the mouth into position to block the passage of the airstream, but not making complete closure, so that air moving through the mouth generates audible friction: f, s; v, z

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12
Q

Articulatory ease

A

The linguistic concern for how certain sound changes in words might be motivated by how easy or hard the word is to pronounce.

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13
Q

Perceptual discriminability

A

The brain’s ability to accurately perceive information in a complex, fluid and confusing situation and, even more importantly, to accurately differentiate amongst confusable types of information.

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14
Q

Reduplication

A

Repeated syllables within a word e.g. baa for blanket

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15
Q

Diminutives

A

The reduction in scale of an item through the way a word is created e.g. booklet (a small book), droplet (a small drop), wavelet (a small wave)

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16
Q

Addition

A

Adding an additional suffix to the end of a word in order to change the way a word is pronounced and interpreted e.g. mummy and dolly instead of mum and doll

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17
Q

Substitution

A

The process of swapping one sound for another (that is easier to pronounce) e.g. ‘Fink’ instead of think

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18
Q

Assimilation

A

One consonant or vowel is swapped for another e.g. handbag often pronounced ‘hambag’ or ‘borry’ for lorry

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19
Q

Deletion

A

A sound segment is removed from a word e.g. flyin or tephone

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20
Q

Consonant cluster reductions

A

Reducing phonologically more complex units into simpler ones- from two (or more) consonants down to one e.g. ‘dis’ not dish

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21
Q

Syntax

A

The arrangement of words and phrases to create well-formed sentences in a language.

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22
Q

Two-word stage

A

18 months

Period of time when a child begins to put two words together e.g. kick ball

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23
Q

Telegraphic stage

A

2 years old
Period of time when a child’s utterances will be three words and more: there might be omission of some words , with the key words included

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24
Q

Post telegraphic stage

A

Age 3
Period of time when a child’s language will include both content and grammatical words and more closely resemble adult speech

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25
Q

Content words

A

Words within a sentence that are vital to convey meaning

26
Q

Grammatical words

A

Words within a sentence that are necessary to demonstrate structural accuracy

27
Q

Operant conditioning (skinner)

A

The idea that either a positive or negative response given by a caregiver can influence the way in which a child talks on future occasions

28
Q

Positive reinforcement

A

The positive feedback given to a child which is thought to encourage similar performance again

29
Q

Negative reinforcement

A

The lack of feedback, correction or negative feedback that might prevent a child from from making the same error repeatedly

30
Q

Language acquisition device (LAD- Chomsky)

A

The idea that all humans are born with an innate language learning capability

31
Q

Tabula rasa

A

Latin for ‘blank slate’ and the term used to describe the idea that children are born with undeveloped, fresh brains

32
Q

Universal grammar (Chomsky)

A

The notion that all human languages possess similar grammatical properties which the brain is ‘hard wired’ to be able to decode and use

33
Q

Virtuous errors (Chomsky)

A

Grammatical errors that are understandable and logical through an incorrect assumption being made about grammar rules

34
Q

Critical period

A

The age at which a child will be most receptive to learn language

35
Q

Cognitive development

A

A child’s development of thinking and understanding

36
Q

Language acquisition support system (LASS- Brurner)

A

A system that refers to caregivers and other important participants within a child’s life that facilitate learning

37
Q

Egocentric

A

Thinking only of themselves, without understanding or regard of the feelings of others

38
Q

Object permanence

A

An understanding that objects continue to exist even if they cannot be seen or touched

39
Q

Scaffolding (Bruner and a Vygotsky)

A

The support provided by caregivers through modelling how speech ought to take place, in order to help the child’s language development

40
Q

Sensorimotor stage (Piaget)

A

0-2 years old
A child begins to interact with their environment, using their senses and physical movement to do so. During this stage a child remains egocentric and an understanding of object permanence appears

41
Q

Pre-operational stage (Piaget)

A

2-6/7 years old
Characterised by a child’s learning to speak and developing their imaginative focus. In play they become able to represent the world symbolically, A child remains egocentric in this stage and struggles to understand things from points of view other than their own.

42
Q

Concrete operational stage (Piaget)

A

6/7-11/12 years
A child stops being egocentric at this stage and begins to be able to understand the points of view of others> They become more capable of logical thought

43
Q

Formal operational stage (Piaget)

A

11-16+

There will no longer be a problem with logical thought and thinking becomes increasingly abstract

44
Q

Preposition

A

A word or group of words used before a noun, pronoun, or noun phrase to show direction, time, place, location, spatial relationships, or to introduce an object.

45
Q

More knowledgeable other (MOT- Vygotsky)

A

The older participant in an interaction who might offer support to a child so that they can further their own development or learning

46
Q

Zone of proximal development (ZPD- Vygotsky)

A

Describes the area between what a child can already do and that which is beyond their reach. It is the area into which a caregiver might enable the child to progress by offering the necessary support or scaffolding to facilitate learning

47
Q

Usage based linguistics (Tomasello)

A

A model that emphasises that language structure emerges from use in the linguistic patterns are formed and become what we know as grammatical constructions

48
Q

Pattern forming ability

A

Describes cognitive process that matches information from a stimulus with information retrieved from memory.

49
Q

Child directed speech (CDS)

A

The various ways in which a caregiver (unconsciously) adapts their speech in order to help aid a child in their language development

50
Q

Expansion

A

When a caregiver might develop a child’s utterances to make it more grammatically complete

51
Q

Recast

A

The grammatically incorrect utterances of a child if spoken back to the child but in the correct form

52
Q

Mitigated imperatives

A

An instruction given in such a way that it does not appear to be a command but a more gentle suggestion

53
Q

IRF structures- initiation, response, feedback

A

Three-part conversational exchange in which a speaker starts the conversation, a second speaker responses and then feedback is provided to what the second speaker said

54
Q

Instrumental stage (Halliday)

A

Child is trying to fulfil need e.g. asking for food or drink

55
Q

Regulatory stage (Halliday)

A

Used to control the behaviour of someone: persuading, commanding, requesting e.g. telling a caregiver where to sit

56
Q

Interactional stage (Halliday)

A

Used to develop relationships with others e.g. telling a sibling you love them

57
Q

Personal stage (Halliday)

A

Used to express views and preferences e.g. me no like it

58
Q

Heuristic stage (Halliday)

A

Language used to explore, learn and discover e.g. what are you doing mummy?

59
Q

Imaginative stage (Halliday)

A

Used to explore something creatively or during play

60
Q

Representational stage (Halliday)

A

Language that is used to request or receive information

English Language (11 decks)

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