Video Notes: Theories and Linguistic Diversity — Vocabulary Flashcards

Vocabulary flashcards covering key theories, figures, processes, and language diversity concepts from the lecture notes.

Nativist theory

Theory that language development is guided by innate cognitive structures and universal grammar, emphasizing an inborn language capacity.

LAD (Language Acquisition Device)

Hypothetical brain mechanism that enables language learning by structuring linguistic input.

Universal Grammar

Innate set of grammatical principles and constraints shared across all languages.

Noam Chomsky

Linguist who proposed innate language structures, including the LAD and universal grammar.

Sensorimotor stage

Piaget's first cognitive stage (birth–2 years) learning through sensory and motor experiences.

Object permanence

Understanding that objects continue to exist even when not visible.

Symbolic representation

Use of symbols (words, images) to represent objects or events.

Schemas (Schemata)

Mental frameworks for organizing knowledge and guiding understanding.

Preoperational stage

Piaget's stage (2–7 years) with symbolic thought but limited logical reasoning.

Piaget

Cognitive development theorist who proposed stage-based growth and logical operations.

B.F. Skinner

Behaviorist psychologist who emphasized reinforcement and imitation in learning.

Behaviorist theory

Language learned through stimulus–response associations reinforced by the environment.

Positive reinforcement

Adding a desirable consequence to increase the likelihood of a response.

Imitation

Learning by observing and reproducing others’ speech or actions.

Stimulus–response

Learning through associations between stimuli and the resulting responses.

Zone of Proximal Development (ZPD)

Difference between what a learner can do independently and what they can do with guidance.

Scaffolding

Support provided by adults/peers to help learners progress within the ZPD.

Mediation

Vygotskian process of using tools and social interaction to facilitate learning.

Vygotsky

Sociocultural theorist emphasizing social context and the ZPD in development.

Jerome Bruner

Sociocultural theorist highlighting communicative functions and scaffolding.

Communicative intent and functions

Purposes language serves in social interaction (e.g., requesting, informing).

Sociocultural theory

Language develops through social interaction and cultural tools.

Language-rich environment

Environment abundant with opportunities for meaningful language use.

Joint attention

Shared focus on an object/event between child and caregiver.

Eye contact

Mutual gaze used to regulate interaction and attention.

Child-directed speech (CDS)

Simplified, exaggerated speech adults use when talking to children.

Motherese

Another term for CDS; characterized by higher pitch and melodic intonation.

Verbal mapping

Linking words to meanings through contextual exposure.

Expansion

Restating a child’s utterance in a longer, more complete form.

Recasting

Reformulating a child’s utterance to a different structure or form.

Pine’s 1994 CDS characteristics

Eight features describing the distinctive properties of child-directed speech.

Short utterances

CDS uses brief, concise sentences.

Higher pitch / exaggerated intonation

CDS features a higher pitch with more exaggerated prosody.

Not syntactically complex

CDS tends to use simpler grammatical structures.

Redundant / repetitive

CDS often repeats words/phrases for emphasis and clarity.

Slower rate

CDS delivered at a slower tempo than adult speech.

Context-bound

CDS is tied to the immediate context or object of reference.

Discourse features encouraging participation

CDS includes prompts/questions to invite child response.

Academic English Register

Language used in academic settings with specialized vocabulary and conventions.

Formal Standard English

Standard grammar and vocabulary used in formal contexts.

Language diversity

Variation in languages, dialects, and registers within communities.

Subtractive bilingualism

Learning a second language at the cost of losing or diminishing the first.

Simultaneous bilingualism

Acquiring two languages from birth or early childhood.

Successive bilingualism

Learning a second language after the first language is established.

Code switching (code mixing)

Alternating between two or more languages within a conversation.

Comprehensible input

Language input that is slightly above current proficiency to support understanding.

Metalinguistic awareness

Ability to reflect on, analyze, and think about language as a system.