Friday, 23 September 2016
Halliday and Dore
Halliday
These are Halliday's 6 functions of language in the child language acquisition
1) Regulatory: Language used to influence the behaviour of others. Concerned with persuading / commanding / requesting other people to do things you want.
2) Interactional: Language used to develop social relationships and ease the process of interaction. Concerned with the phatic dimension of talk.
3) Personal: Language used to express the personal preferences and identity of the speaker. Sometimes referred to as the ‘Here I am!’ function – announcing oneself to the world.
4) Representational: Language used to exchange information. Concerned with relaying or requesting information.
5) Heuristic: Language used to learn and explore the environment. Child uses language to learn; this may be questions and answers, or the kind of running commentary that frequently accompanies children’s play.
6) Imaginative: Language used to explore the imagination. May also accompany play as children create imaginary worlds, or may arise from storytelling.
John Dore
John Dore created an alternative to Halliday's theory of language functions
He focused more in interactional utterances, below are the Language functions
1) Labelling: This is naming a person, object or place
2) Repeating: This is repeating an adult word or utterance
3) Answering: Responding to an utterance of another speaker
4) Requesting action: asking for something to be done for them
5) Calling: greeting someone's attention
6) Greeting: greeting someone
7) Protesting: objecting to another person's request
8) Practising: using language when no adult is present
Analysis of Zach 2;4 transcript
Contextual factors which might effect the language used are Age, gender, social class, the place in which the interaction takes place and the time of day.
An example of a theory that could have a bearing on the transcript is Bernstein's restricted and elaborated code; Bernstein showed that people who only have access to restricted code will speak in a highly predictable way, with a fairly high proportion of pronouns, tag questions, and the use of gestures and intonation to convey meaning. People who have access to restricted and elaborated code will use more subordinate clauses, adjectives, more use of the pronoun the pronoun 'I' and passives. This applies to Zach's language because if he has access to elaborated code, his language will have more variety and be more sophisticated.
Another theory which could effect the language use is Zimmerman and West's dominance theory. This applies because it shows that the fact that Zach is male might mean that he would interrupt more than if he was female, however, Geoffrey Beattie's theory would contradict this and state that interruptions wouldn't be effected by gender.
Test of Zimmerman and West's theory for interruptions
Contextual factors which might effect the language used are Age, gender, social class, the place in which the interaction takes place and the time of day.
An example of a theory that could have a bearing on the transcript is Bernstein's restricted and elaborated code; Bernstein showed that people who only have access to restricted code will speak in a highly predictable way, with a fairly high proportion of pronouns, tag questions, and the use of gestures and intonation to convey meaning. People who have access to restricted and elaborated code will use more subordinate clauses, adjectives, more use of the pronoun the pronoun 'I' and passives. This applies to Zach's language because if he has access to elaborated code, his language will have more variety and be more sophisticated.
Another theory which could effect the language use is Zimmerman and West's dominance theory. This applies because it shows that the fact that Zach is male might mean that he would interrupt more than if he was female, however, Geoffrey Beattie's theory would contradict this and state that interruptions wouldn't be effected by gender.
Test of Zimmerman and West's theory for interruptions
Friday, 16 September 2016
Skinner's operant conditioning/behavioural theory for how children learn language
Skinner's operant conditioning/behavioural theory for how children learn language
Skinner came up with the idea of positive and negative reinforcement and how this leads to behaviours being learned. Skinner viewed babies as 'empty vessels' which needed to be 'put into'.
Later in the child's development thought that when a child said a word correctly they were positively reinforced. For example, when the child says ‘milk’ and the mother will smile and give her some as a result, the child will find this outcome rewarding, enhancing the child's language development (Ambridge & Lieven, 2011).
However, this theory assumes that without reinforcement, imitation will not result in learning. Brown and Hanlon's case study shows that during parent-child conversations, parents rarely reinforce correct grammar in a child's speech. But instead focus on truthfulness and accuracy of statements.
Early in the baby's life, an example of positive reinforcement will be attention given to the baby when they babble, this will increase the frequency in the amount of times they babble, leading to increased vocalisation.
After rewarding
vocalisations for a while, parents become used to a child’s babbling and pay
less attention to it. This motivates the infant to vary the babbling.
Sometimes, by accident, the child produces more recognisable speech sounds, for example, if an infant accidentally says 'dada', the parents might respond excitedly (positive reinforcement). Therefore, skinner did not claim that parents intentionally shape the language of children but that it happens naturally.
Later in the child's development thought that when a child said a word correctly they were positively reinforced. For example, when the child says ‘milk’ and the mother will smile and give her some as a result, the child will find this outcome rewarding, enhancing the child's language development (Ambridge & Lieven, 2011).
However, this theory assumes that without reinforcement, imitation will not result in learning. Brown and Hanlon's case study shows that during parent-child conversations, parents rarely reinforce correct grammar in a child's speech. But instead focus on truthfulness and accuracy of statements.
Stages of child language acquisition
Stages of child language acquisition
1) The first stage of the child language acquisition is babbling, this occurs at 6-8 months and involves producing a full range of possible speech sounds, even when these sounds don't appear in the child's living environment.
2) The second stage is the holophrastic 'one word' stage, it occurs at 12-14 months and you don't just get any word. You get words such as 'bad', 'go', 'fast' 'drink' but you will never get words such as 'and', 'in', 'the'.
3) The third stage is the two word stage this occurs at 18-24 months, there are still no closed class words, the closed classes in English include pronouns, determiners, conjunctions, and prepositions. However, there are some pronouns used such as 'me' and 'you'.
4) The fourth stage is known as the telegraph stage this occurs between 24 and 30 months. There is no 3 word stage in language, there is basically full sentences but without closed class words. There are some affixes used.
5) The fifth stage is the later multiword stage this occurs after 30 months and in this stage grammatical or functional structures emerge.
- Babbling
- Holophrastic
- Two word
- Telegraph
- Later multiword
1) The first stage of the child language acquisition is babbling, this occurs at 6-8 months and involves producing a full range of possible speech sounds, even when these sounds don't appear in the child's living environment.
2) The second stage is the holophrastic 'one word' stage, it occurs at 12-14 months and you don't just get any word. You get words such as 'bad', 'go', 'fast' 'drink' but you will never get words such as 'and', 'in', 'the'.
3) The third stage is the two word stage this occurs at 18-24 months, there are still no closed class words, the closed classes in English include pronouns, determiners, conjunctions, and prepositions. However, there are some pronouns used such as 'me' and 'you'.
4) The fourth stage is known as the telegraph stage this occurs between 24 and 30 months. There is no 3 word stage in language, there is basically full sentences but without closed class words. There are some affixes used.
5) The fifth stage is the later multiword stage this occurs after 30 months and in this stage grammatical or functional structures emerge.
- Babbling
- Holophrastic
- Two word
- Telegraph
- Later multiword
Stages of child language acquisition
Stages of child language acquisition
1) The first stage of the child language acquisition is babbling, this occurs at 6-8 months and involves producing a full range of possible speech sounds, even when these sounds don't appear in the child's living environment.
2) The second stage is the holophrastic 'one word' stage, it occurs at 12-14 months and you don't just get any word. You get words such as 'bad', 'go', 'fast' 'drink' but you will never get words such as 'and', 'in', 'the'.
3) The third stage is the two word stage this occurs at 18-24 months, there are still no closed class words, the closed classes in English include pronouns, determiners, conjunctions, and prepositions. However, there are some pronouns used such as 'me' and 'you'.
4) The fourth stage is known as the telegraph stage this occurs between 24 and 30 months. There is no 3 word stage in language, there is basically full sentences but without closed class words. There are some affixes used.
5) The fifth stage is the later multiword stage this occurs after 30 months and in this stage grammatical or functional structures emerge.
- Babbling
- Holophrastic
- Two word
- Telegraph
- Later multiword
1) The first stage of the child language acquisition is babbling, this occurs at 6-8 months and involves producing a full range of possible speech sounds, even when these sounds don't appear in the child's living environment.
2) The second stage is the holophrastic 'one word' stage, it occurs at 12-14 months and you don't just get any word. You get words such as 'bad', 'go', 'fast' 'drink' but you will never get words such as 'and', 'in', 'the'.
3) The third stage is the two word stage this occurs at 18-24 months, there are still no closed class words, the closed classes in English include pronouns, determiners, conjunctions, and prepositions. However, there are some pronouns used such as 'me' and 'you'.
4) The fourth stage is known as the telegraph stage this occurs between 24 and 30 months. There is no 3 word stage in language, there is basically full sentences but without closed class words. There are some affixes used.
5) The fifth stage is the later multiword stage this occurs after 30 months and in this stage grammatical or functional structures emerge.
- Babbling
- Holophrastic
- Two word
- Telegraph
- Later multiword
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