Chapter 2-An OverviewII2

Communicative Competence

How effectively one gets their message across.

Linguistic Competence

How effective one uses language.

Phonological Competence

Knowledge of how and ability to produce meaningful sounds of a language.

Grammatical Competence

Knowledge of how and ability to produce grammatical rules of a language.

Lexical Competence

Knowledge of how and ability to produce typical words in a given language.

Discourse Competence

Knowledge of how and ability to pull all aspects of communication together fluently and coherently.

Pragmatics

The knowledge of and ability to use language appropriately across social contexts.

Functional Competence

Communicating for a variety of reasons, such as making requests or commenting.

Sociolinguistic Competence

Choosing language that is socially appropriate based on context.

Cultural Competence

Knowledge of how to function appropriately according to cultural norms.

Phase 1 (Attention to Social Partners)

CA: birth-6 months; infants begin to consider their partners, increasing attention span.

Phase 2 (Emergence of Joint Attention)

CA: 6 months-1 year; involves triadic interactions where attention is shared.

Phase 3 (Transition to Language)

CA: 1 year +; children know how to get attention and use language in social interactions.

Auditory Input Sorting

Differentiating between speech and non-speech sounds from a very early age.

Babbling

A stage in language development characterized by repeated consonant-vowel combinations.

Vocabulary Spurt

Rapid increase in vocabulary, typically occurring between 18-24 months.

Underextension

Using a word to refer to a specific referent, like calling only poodles 'dogs'.

Overextension

Using a word to refer to many similar referents, like calling all 4-legged animals 'dogs'.

Emergent Literacy Stage

A stage in preschool marked by print awareness and phonological awareness.

Multiple Viewpoints

The ability to understand and consider different perspectives, developing during ages 14-18.

Simultaneous Acquisition

The development of two languages prior to age three, acquiring both languages at the same rate.

Successive Acquisition

Developing one language at home then a second language usually at school, after age three.