english paper 1

a level aqa english language paper 1

Leslie Rescorla

categorical overextension - incorrect use of hypernyms

Leslie rescorla

analogical overextension - relating function/action to the name

Leslie rescorla

underextension - when words cover a narrower definition

Jean Aitchison

labelling - associating sounds with objects, linking words to objects

jean aitchison

packaging - starting to explore the extent of the labels

jean aitchison

network building - making connections between the labels, grasp hypernyms and hyponyms

Jean Burko

wug test

Thompson and Chapman

children understand more words than they can pronounce

David Crystal

use of negative words on its own

David crystal

negative word is combined with two-words/telegraphic and is placed at the beginning of utterance

David crystal

increase of accuracy of negative words, formed as contractions

David crystal

increase of complexity and range of negative words

David crystal

saying no without saying no

Michael Halliday

taxonomy of language - instrumental, regulatory, interactional, personal stage, heuristic, imaginative, representational

B. F. Skinner

behaviourism, children learn through imitation

Noam Chomsky

nativism, LAD, self-motivated to learn unconsciously

Jerome Bruner

interaction, children learn through interaction

Eric Lennerberg

critical period theory

malapropism

mistake use of a word in place of a similar sounding one

e.g. flamingo instead of flamenco

deletion

omitting the final consonant in words e.g. do(g)

assimilation

changing one consonant or vowel sound for another e.g. gog for dog

addition

adding an extra vowel sound to the ends of words, cvcv pattern e.g. doggie

deletion

unstressed syllable deleted e.g. nana for banana

consonant clusters

reduced to smaller units e.g. pider for spider

substitution

substituting one sound for another e.g. pip for ship

reduplication

repeating a whole syllable e.g. dada

berko and brown

child will mispronounce but will get annoyed if an adult also mispronounces

instrumental

hallidays functions

language used to fulfil needs e.g. i want something to eat

regulatory

hallidays function

language used to command, persuade, request e.g. you need to finish

interactive

hallidays function

language used to form relationships e.g. thank you

personal

hallidays function

language used to express personal opinions, emotions e.g. me good

heuristic

hallidays function

language associated with discovery and explanation e.g. whats that

representational

hallidays function

language used to request and relay info, exchanging facts e.g. I want a cookie

imaginative

hallidays function

language used in storytelling and imaginative play, creating fictional characters e.g. pretending to be a characterand scenarios.

piaget

cognitive, child has to understand a concept before they can acquire language forms that express that concept

mark vandem

women use more supportive language when talking to children

virtuous error

they made a mistake but understand the rules vaguely e.g. runned

sensorimotor

0-2 baby can differentiate between self and objects

pre-operational

2-7 can classify objects as a single feature

concrete operational

7-11 can think logically about objects and events and achieve conservation of number

formal operational

11+ becomes concerned with the hypothetical, the future and ideological problems

lexis

words and vocab

semantics

meaning of words

grammar

rules that make it make sense

phonetics and phonology

how words sound

pragmatics

sound

discourse

what type of writing

graphology

how it looks

proper noun

name for an individual person, place or organisation

concrete noun

something you can physically touch or see

abstract noun

denotes an idea, quality or state

pronoun

replaces a noun

singular pronoun

i

plural pronoun

we

interrogative pronoun

which, what

demonstrative pronoun

this, that

possessive pronoun

my, mine

reflexive pronoun

myself, yourself

reciprocal pronoun

each other

relative pronoun

that, which

definite article

the

indefinite article

a, an

cardinals

one, two

ordinals

first, second

quantifier

few, many, enough

demonstrative determiner

this, that, these (require a noun)

primary auxiliary

be, have, do

deontic modals

requesting, permission

e.g. you may, you must

epistemic modals

express a speakers opinion about a statement

e.g. he might be at home. i’m not sure

time adverb

tomorrow

manner adverb

aggressively

place adverb

here

duration adverb

forever

frequency adverb

sometimes

degree adverb

completely

preposition

preceding a noun or pronoun

coordinating conjunction

and, but

subordinating conjunction

although

corrective conjunction

either

adjective

give information about a noun

premodifying adjective

the sudden noise

postmodifying adjective

english is brilliant

base

great

comparative

greater

superlative

greatest

verb

to be

main verb

identify action of sentence

shopping

auxiliary verb

go before main verb

have, been

primary auxiliary

do, have, be

modal auxiliary

can, could, will

dynamic verb

action

walk

stative verb

state of being

love, hate

simple sentence

one independent clause

compound sentence

two independent clauses

complex sentence

one independent clause and subordinate clause

compound complex sentence

more than one independent clauses and one subordinate clause

noun phrase

noun and modifiers

verb phrase

verb and modifiers

present participle

being

past participle

been