Opt A Child Language Acquisition- Research task (Friday 3rd November 2017) by Gavin Jolley https://padlet.com/gavin_jolley/nl2l3m22jfmm Research the acquisition theorists you have been allocated. Write down their findings (onto the Padlet or using Word/PowerPoint) on language acquisition and consider the benefits and the problems with their theories. Then teach each other about the theories. You must write detailed notes on the sheets provided. en-us 2017-11-03 11:22:59 UTC 2017-11-03 12:56:35 UTC hello@padlet.com Michael Halliday oli_mcleod https://padlet.com/gavin_jolley/nl2l3m22jfmm/wish/203246209 "Michael Halliday was a linguist born in England, developed internationally influential systemic functional linguistic model of language." - Lil Gav

Halliday described language as a semiotic language, and a social phenomenon.

Halliday devised that there were 4 categories of scale and category linguistics (unit, structure, class and system) and could be applied to 3 scales (rank, exponence and delicacy), which he used to describe language.(seven of them)

-instrumental function - language is used to fulfill needs, such as to obtain food, drink or comfort (material things), typically concrete nouns.
-Regulatory - language is used to influence others behaviour: persuading, commanding or requesting.
-Interactional function - language that is used to develop relationships and ease interaction, create leniancy within conversation. Phrases such as "i love you mummy" and "thankyou" represent the function.
-Personal function - language expressing personal opinions, attitudes and feelings including the speakers identity.
-Representational/informative function - language used to relay or request information.
-Heuristic function - language used to explore discover]]> 2017-11-03 12:19:54 UTC https://padlet.com/gavin_jolley/nl2l3m22jfmm/wish/203246209 Katherine Nelson ameliastuttard https://padlet.com/gavin_jolley/nl2l3m22jfmm/wish/203247037 - Against Piaget's theory as she sees cognitive development and linguistic development as working together and not independently of each other.
- Believes that thought proceeds language, children use/learn language that fits into their context and they can relate to.
- They first develop nouns, then social terms (yes, no ect.) and finally modifying terms.]]> 2017-11-03 12:22:17 UTC https://padlet.com/gavin_jolley/nl2l3m22jfmm/wish/203247037 John Dore's Infant Language Functions prizzler https://padlet.com/gavin_jolley/nl2l3m22jfmm/wish/203247350 Labeling - simply naming or identifying an object or experience
Repeating - echoing something spoken by an adult speaker
Answering - giving a direct response to an utterance from another speaker
Requesting action - demanding food, drink, a toy, assistance, and other desires.
Calling - attracting attention by shouting
Greeting - e.g 'hello'
Protesting - objecting to requests
Practicing - using and repeating language when no adult is present]]> 2017-11-03 12:23:09 UTC https://padlet.com/gavin_jolley/nl2l3m22jfmm/wish/203247350 Ursula Bellugi ameliastuttard https://padlet.com/gavin_jolley/nl2l3m22jfmm/wish/203248070 Suggests 4 stages of the telegraphic stage;
- Stage 1; “No” is put either at the beginning or end of the sentence
- Stage 2; “No” is in the middle of a sentence. Modal verbs ‘can’t’ and ‘don’t’ sometimes used
- Stage 3; There is more variety in the tense of the modal verb, e.g. ‘didn’t’
- Stage 4; Uses “do not” correctly

Stage 3 may seem a step backwards, but it actually a harder skill to use a variety of tenses.]]> 2017-11-03 12:25:11 UTC https://padlet.com/gavin_jolley/nl2l3m22jfmm/wish/203248070 The Wug Test prism_brain https://padlet.com/gavin_jolley/nl2l3m22jfmm/wish/203250861  In this test children are given a drawing of a bird-like creature and are told that 'This is a Wug.' A second Wug is then shown to them. The researcher asks 'Now there are two of them. There are two....?' Children with a firm understanding of plural language and have acquired the allomorph will respond Wugs.
 ]]> 2017-11-03 12:32:31 UTC https://padlet.com/gavin_jolley/nl2l3m22jfmm/wish/203250861 Catherine Garvey prizzler https://padlet.com/gavin_jolley/nl2l3m22jfmm/wish/203254190 Catherine Garvey's study of pairs of children playing found that children adopt roles and identities, act out storylines and invent objects and settings as required in role-play scenarios. This is called “pretend play” and fulfils Halliday’s imaginative language function. Children play together because it is enjoyable, but it also practises social interaction and negotiation skills with roles and responsibilities often decided as they play. This is sometimes called “sociodramatic play” as it involves both social and dramatic skills, with clear rules and reflecting real world behaviour.


Sociodramatic play usually begins when the child is around four years old – possibly linked to their cognitive understanding of the different roles people have and how this affects their language. In their re-enactments they use subject specific lexis and structure them in some of the formulaic ways that adults use in real-life situations, suggesting they can observe and imitate adult behaviours.

]]> 2017-11-03 12:41:20 UTC https://padlet.com/gavin_jolley/nl2l3m22jfmm/wish/203254190 marcus_lever https://padlet.com/gavin_jolley/nl2l3m22jfmm/wish/203260134 Brown: Acquisition Theory
He outlined the stages in which a child’s expressive language develops in terms of syntax and morphology.
-Syntax= Rules governing the formation and placement of words in a sentence
-Morphology= branch of grammar devoted to the study of the structure or forms of words.

Brown’s stage 1 sentence types: 12-26 months.
Nomination, e.g. ‘that car’
Recurrence, e.g. ‘more juice’
Negation, e.g. denial, rejection, non-existence

Brown’s stage 1 morphemes:
-stage 1 sentence types


Brown’s stage 2 morphemes: 12-26 months
-present progressive tense (-ing)
-in
-on
-s-plurals

Stage 3: 31-34 months
-irregular past tense
-’s possessive

Stage 4: 35-40 months
-articles
-regular past tense
-third person regular

Stage 5: 41-46+ months
-Third person irregular
-contractible auxiliary

John Macnamara - said that rather than having an in-built language device, children have an innate capacity to read meaning into social situations. It is this capacity that makes them capable of understanding and learning language, not the LAD.






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