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speech
a verbal or spoken means of communicating
other means of communicating include: writing, drawing, and manual signing
voice quality, intonation, and rate enhance the meaning of the message
language
a socially shared code or system for representing concepts through the use of symbols and rules that govern how they're combined
dialect
considered subcategories of the parent language that use similar but not identical rules; all users of a language follow certain dialectal rules
Do languages stay the same over time?
No; they grow as their respective cultures change
Can languages become endangered?
Yes; the death of languages is not a rare event in the modern world
communication
the exchange of information and ideas, needs and desires, between two or more individuals
a complex, systematic, collaborative, context-bound tool for social action
communicative competence
the degree to which a speaker is successful in communicating, measured by the appropriateness and effectiveness of the message
paralinguistic cues
includes intonation/pitch, stress or emphasis, speed or rate of delivery, and pause/hesitation
intonation
the use of pitch; most complex of all paralinguistic codes and is used to signal the mood of an utterance
pitch
can signal emphasis, asides, emotions, importance of the information conveyed, and the role and status of the speaker
"You're coming, aren't you." (insistent statement, descending intonation) "You're coming, aren't you?" (Question seeking agreement, ascending intonation)
stress
employed for emphasis, often to convey importance and/or attitude
"You WILL clean your room" vs. "I DID clean my room"
rate
varies with our state of excitement, familiarity with the content, and perceived comprehension of our listener
faster = excited slower = bored
pauses
may be used to emphasize a portion of the message or to replace the message
"I...said...no"
metalinguistic cues
includes the ability to talk about language, analyze it, think about it, judge it, and see it as en entity separate from its content or context
helps us judge correctness or appropriateness of the language we produce and receive
learning to read and write depends on this
properties of language
a social tool
a rule governed system
generative
reflexive
utilizes displacement
arbitrary
linguistic competence
a language user's underlying knowledge about the system of rules
cannot measure this directly without the speaker performing in some way (answering questions, making statements, etc.)
linguistic performance
actual usage of linguistic knowledge
language is generative
it is creative and productive, from a finite number of words and word categories, and a finite number of rules
language is reflexive
we can use language to reflect on language, its correctness, effectiveness, and its qualities
language utilizes displacement
the ability to communicate beyond the immediate context
language is arbitrary
there is nothing in word that suggests the object to which it applies
three major aspects of language (Bloom & Lahey)
form, content, use
form
including primarily syntax, morphology, and phonology
content
essentially made up of the semantic components of language - knowledge of vocabulary, objects, events, etc.
use
the realm of pragmatics; consists of the goals or functions of language, the use of context to determine what form to use to achieve these goals, and the rules for what form to use to achieve these goals, and the rules for carrying out cooperative conversations
syntax
rule specific word, phrase, and clause order; sentence organization; and the relationship among words, word classes, and other sentence elements
morphology
the system that is concerned with the internal organization of words
morpheme
smallest grammatical unit, and is indivisible without violating the meaning or producing a meaningless unit
dog = single morpheme, "d" and "og" are meaningless
free morphemes
independent and complete within themselves
ex. "cat"
bound morphemes
grammatical markers that cannot function independently; must be attached to free morphemes or to other bound morphemes
ex. -s, -est, un-, and -ly
prefixes
precede the free morpheme (un-, ir-, pre-)
suffixes
follow the free morpheme (-ly, -er, -ity)
semantics
a system of rules governing the meaning or content of words and word combinations
world knowledge
autobiographical and experiential understanding, and memory of particular events of your past
word knowledge
what you know about the meanings of words; contains word and symbol definitions, is primarily verbal
lexicon
personal mental dictionary or thesaurus
semantic features
aspects of the meaning that characterizes the word
"puppy" has semantic features of "young" and "canine"
selection restrictions
prohibits certain word combinations because they are meaningless or redundant based on the words' semantic features
"a cat kitten"
phonology
rules governing the structure, distribution, and sequencing of speech sounds and the shape of syllables
phoneme
the smallest unit of sound that can signal a difference in meaning
pea vs. sea
phonological rules
govern the distribution and sequencing of phonemes within a language
without these, the distribution and sequencing of phonemes would be random/most likely meaningless
pragmatics
a system that concentrates on the social use of language and on how you use language to achieve your communication goals
the overall organizing aspect of language
consists of:
communication intentions and the culturally appropriate way of expressing them
conversational principles or rules
different type of discourse, such as narratives and jokes, and their construction
pragmatic rules
govern a number of conversational interactions in addition to expression of intent, such as the sequential organization and coherence of conversations, repair of errors, and communication roles
intent
what the speaker hopes to accomplish
sequential organization and coherence of conversations
turn taking, opening, maintaining, and closing a conversation
repair of errors
receiving and giving feedback, and correcting conversational errors (confirming vs. denying)
communication roles
dominant vs. submissive, direct vs. indirect
bilingual
fluent in two languages; uses two languages on a daily basis
true balanced bilingualism, or equal proficiency in two languages, is rare
nonbalanced bilingualism
an individual has a higher level of proficiency in one of the languages
more common
dialectical difference
variations within dialects; often impacted by the following factors:
geography
socioeconomic status
race and ethnicity
situation or context
peer-group influences -first or second-language learning
dialectical difference related to socioeconomic status
lower SES households use more restricted linguistic systems
dialectical difference related to racial and ethnic differences
racial and ethnic groups can become isolated and a particular dialectal variation may evolve
registers
situationally influenced language variations
depends on the speaker's perception of the situation and the participants, attitude toward knowledge of the topic, and intention or purpose
vernacular variation
a casual, informal, or intimate register
style shifting
the variation from formal to informal styles or the reverse; practiced by all speakers
mallspeak
a spoken dialect that overuses words such as 'like,' 'y'know,' 'whatever;' it is minimalist and repetitive
texting
messaging with a minimalist "code" that you use on your smartphone
Standard American English (SAE)
an idealized version of American English that occurs rarely in conversation; Mainstream American English is used more frequently
African American English (AAE)
relatively uniform dialect used primarily by African Americans
variations occur based on region of the US, SES, gender, and age
linguistic theory
interest in language development represents part of a larger concern for human development
language is interesting and can help us understand our own behavior
language-development studies can probe the relationship between language and thought
psycholinguists
interested in the psychological processes and constructs underlying language
sociolinguists
study language rules and use as a function of role, socioeconomic level, and linguistic or cultural context
behavioral psychologist
minimizes language form and emphasizes the behavioral context of language, such as how certain responses are elicited and how the number of these responses is increased or decreased
speech-language pathologist
may concentrate on disordered communication including the causes of the disorder, the evaluation of the extent of the disorder, and the remediation process
generative/nativist approach
assumes that children are able to acquire language because they are born with innate rules or principles related to the structures of human languages
something innate or inborn guides a child's learning
generative grammar
assumes that natural languages, such as English and Spanish, are similar to formal language such as mathematics
natural languages
characterized by:
a unified set of abstract rules that are meaningless themselves and insensitive to the meanings of the elements they combine
a set of meaningful linguistic elements that serve as variables in the words
Noam Chomsky
generative approach
"language acquisition device"
"universal grammar"
language acquisition device
Chomsky's belief that children instinctively learn language without any formal instruction; children have a natural need to use language; in the absence of formal language, children will develop a system of communication to meet their needs
all children make the same type of language errors regardless of the language they use
universal grammar
there are certain grammatical rules that all human languages share
generative approach to language learning
to learn a language, each child begins with his or her innate universal grammatical rules and uses those to abstract the structure of the specific language they are learning
acquisition has two components:
acquiring all of the words, idioms, and constructions of that language
linking the core structures of the particular language being learned to the universal grammar
generative approach theoretical weakness
explanations begin with adult language and builds backward
fixed or semi-fixed structures like "How's it going?" are not based on abstract grammatical categories but fixed expressions
idioms
interactionalist approach
emphasizes the influence of a combination of biological and environmental processes on language learning
interested in language structure, but there is less theoretical commitment to language form and to ages of acquisition
two main interactionalist approaches are: Emergentism and Constructivism
child-directed speech (CDS)
a parent's adapted way of speaking to a child
Emergentism
thinks of language as a structure arising from existing interacting patterns in the human brain
our brains seem to naturally seek patterns in incoming information
B.F. Skinner
well-known behaviorist
theorized that parents model language, young children imitate these models, and parents reinforce children for these imitations
Constructionist approach
an Interactionalist usage-based approach that sees language as composed of constructions or symbol units that combine the form and meaning of language through the use of morphemes, words, idioms, and sentence frames
main point: language structure emerges from language use
intention-reading
children attempt to understand the communicative significance of an utterance
pattern-finding
children create the more abstract dimensions
Interactionalist approach theoretical weaknesses
does not account for the similarities of language learning and use across children
language learning theory
a conceptual model that attempts to describe how knowledge is acquired, processed, and retained when we "learn"
behavior learning theory
learning occurs when new behaviors arise or there are changes in current behaviors
this occurs through the association of stimuli and responses
stimuli in the environment can cause a reaction and elicit a behavior; responses to this behavior can strengthen or weaken the behavior
consequences that follow the behavior and increase it reinforce the behavior
consequences that follow the behavior and decrease it punish the behavior
B.F. Skinner
operant conditioning
children receive "rewards" for using language in a functional manner
motivating operations, discriminative stimuli, response, and reinforcing stimuli
B.F. Skinner
negative reinforcement
the termination of an unpleasant state following a response
strengthens behavior by stopping or removing an unpleasant experience
positive reinforcement
a response or behavior is strengthened by rewards, leading to the repetition of desired behavior
reward is a reinforcing stimulus
punishment
imposing an aversive or painful stimulus
behavior modification
main principle comprises changing environmental events that are related to a person's behavior
includes token economy and behavior shaping
token economy
a system in which targeted behaviors are reinforced with tokens (secondary reinforcers) and later exchanged for rewards (primary reinforcers)
behavior shaping
the form of an existing response is gradually changed across successive trials towards a desired target behavior by rewarding exact segments of behavior (rewarding all behaviors then slowly becoming selective, etc.)
behavior learning theory theoretical weaknesses
Chomsky: parents don't provide good models, children don't just imitate, and parents don't regularly reinforce the child's behavior
children cannot possibly imitate all the utterances they would later use
imitation fails to explain creative or generative grammar
Cognitivist Learning Theory
concerned with the thought process behind the behaviors mentioned; changes in behavior are indicative of that thought process
humans don't just respond to stimuli, they process the information contained within; learning occurs through internal processing of incoming information
Jean Piaget
Two assumptions of Cognitivists
memory is an active and organized processor
prior knowledge plays an important role in learning
Jean Piaget
children use both assimilation and accommodation to learn language
children create mental structures within the mind (schema) and from these schemas, language development occurs
four stages:
sensorimotor (birth to 18-24 months)
preoperational (2-7 years old)
concrete operational (7-11 years old)
formal operational (adolescence to adulthood)
assimilation
the process of incorporating new stimuli into an already existing schema (idea); an attempt to deal with stimuli in terms of present cognitive structures
the way an organism continually integrates new perceptual matter into existing patterns
accommodation
the process of changing one's schema or create a new schema to adapt to the new environment
sensorimotor stage
birth to 18-24 months old
infants learn about the world through their senses and actions
object permanence (8 months old), self-recognition, deferred imitation, and representational play develop
preoperational stage
2-7 years old
acquire the ability to internally represent the world through language and mental imagery
can think about things symbolically
thinking is dominated by how the world looks
animism: non-living objects have life and feelings like a person's
concrete operational stage
7-11 years old
think logically about concrete events
understand the concept of conversation
can mentally reverse things
less egocentric and think of how other people might think and feel
formal operational stage
12+ years old
concrete operations carried out on things; formal operations are carried out on ideas
can deal with abstract ideas
follow the form of an argument without having to think in terms of specific examples
can deal with hypothetical problems with many possible solutions
Social Constructivist Learning Theory
a theory in which knowledge is constructed within social contexts through interactions with a knowledge individual(s)
primarily concerned with social knowledge and communication
important elements:
experiences are used by the learner to create a model of the social world and the way that it functions
language is the most essential system with which to construct that reality
Lev Vygotsky