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125 Cards in this Set
- Front
- Back
#1 predictor of frequency in children
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socioeconomic status
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Sociopragmatic cues to word learning
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eye gaze: child looks @ what adult looks at, labels novel thing- as early as 13 mos
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Morphological cues to word learning
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word endings "-ing" or "-ize" = verbs, "-ish"=adjectives
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Syntactic cues to word learning
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context (how word is used in sentance) & word order (cues subject & object)
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Types of tough words
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relative concepts, ambiguous words, jokes
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Definition of Syntax
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rules for combining words
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Types of syntax
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semantic & syntactic
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Semantic syntax
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agent+action+object
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Syntactic syntax
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noun+verb+noun
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Generativity (in regards to syntax)
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With knowledge of rules, can generate infinite # of sentences
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English word order
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SVO
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Means of expressing subject & object in English (vs. Spanish)
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noun agreement (vs. verb agreement)
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Definition of morphology
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rules for combining smallest units of meaning (morphemes) into words
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3 types of morphemes
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free, bound, and functional
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Free Morpheme
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stand alone word: block, play, on, the
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Bound Morpheme
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plural (-s), past tense (-ed), possessive ('s)
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Functional Morpheme
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connecting words- on, the
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Beginning of syntax (word combinations)
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by 2 years old
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Primary way meaning is signaled in English
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word order
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MLU
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Mean length utterances: mean # of morphemes per utterance in 100 utterances
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Brown's Grammatical Stages
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5 MLU-defined stages of language
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Brown's Stage I
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1-2 MLU, word combos, 22 mos
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Brown's Stage II
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2-2.5 MLU, grammatical morphemes, 28 mos
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Brown's Stage III
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2.5-3 MLU, sentence modalities (no & ?s), 32 mos
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Brown's Stage IV
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3-3.75 MLU, complex sentences, 41 mos
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Brown's Stage V
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3.75-5 MLU, advanced syntax, 45 mos
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Word Combination Stage
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Stage I, 1-2 MLU, 1&2 word utterances, semantic categories appear, follow native lang word order, use content but no function words
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Grammatical Morpheme Stage
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Stage II, 2-2.5 MLU, use bound & functional morphemes, acquire progressives, prepositions, regular plural
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Sentence Modalities Stage
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Stage III, 2.5-3 MLU, negatives, interrogatives
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Order of Negatives acquisition
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1. put "no" in front of utterance
2. insert negative btwn S & V 3. Learn rule, slip up w/ double negatives |
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Complex Sentence Stage
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Stage IV, 3-3.75 MLU, embedding, coordinate phrases (he was stuck & I got him out)
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Advanced Syntax Stage
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Stage V, 3.75-5 MLU, active & passive construction, master most grammatical morphemes
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What initially guides comprehension?
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lexical & pragmatic skills- may understand correctly to things don't understand(dolly in swing)
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Understanding of reversible sentences
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understand subject & object, will look longer at matching scene (horse carrying bird, bird carrying horse)
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SVO strategy
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english learners interpret 1st noun as subject, 2nd as object- incorrect on passive
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Event Probability in syntax comprehension
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knowledge of real-life events
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Santelmann & Jusczyk (1998)- Morphological knowledge
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children @ 18 mos prefer correct morphemes (is baking), @ 15 mos no preference (can/is baking)
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Brown's 14 morphemes: order of acquisition
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1. progressive 2 & 3. preposition 4. plural 5. irreg. past tense 6. possessive 7. uncontracted copula 8. articles 9. reg. past tense 10. reg. 3rd person present
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Earliest Morphemes
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whole syllables, stressed, convey, action & movement
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Berko (1958)- Novel word use
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1st graders better than preschoolers at using progressives, plurals, past tense, and possessives on novel words (wugs)- but problems w/ irregulars
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Overregularization
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use of regular morpheme in irregular word- foots, breaked- usually in less frequent verbs where past tense uncommon
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U-shaped pattern of irregular form acquisition
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memorize (good), rule acquisition & overapplication (bad), rule coexists w. exceptions (good)
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Age that children understand adverbs
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7, modify adjective by adding bound morpheme (-ly)
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Ambiguity in speech- idioms & figurative language
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idiom: phrase not a sum of its parts
figurative lang: metaphor, joke (can't explain joke til 9 or 10) |
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Age at which understand coreference
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9
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Age at which kids understand embedding
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12
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Poverty of Stimulus Problem
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not all lang heard by kids is well formed utterances- don't receive negative feedback
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Social- interactionist theory
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IDS aids lang learning
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Language Acquisition Socialization System (LASS)
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kids acquire lang via mediation of others- interaction necessary, not exposure
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Werker, Pegg, & McLeod (1994)- Infants sensitive to non-native IDS?
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regardless of age, prefer IDS- kids have lang-general, socially relevant bias, remains despite perceptual narrowing
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Kuhl & Tsao (2003)- do kids learn lang better in social interaction?
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only discriminated mandarin if presented in social setting- learning advantage in social setting
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Nature or Nurture?
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Both- some properties of the mind guide acquisition, but some must be taught
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Continuity or Discontinuity?
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more evidence for continuity, particularly in productive development
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Universal Competence or Individual Variation?
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Both- universal constraints on waht infants can learn, but not all same brains or experiences
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Structure of Function?
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Both- more philosophical than applied
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Autonomy or Dependence?
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more autonomous- clear dissociation btwn understanding of world & lang ability
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Rules or Associations?
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nature of mental representations difficult to determine, can describe what kids learn but don't know how they do it
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How adults ensure kids listen:
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attention-getters- names & exclamations
attention-holders- high pitch, whisper into ear, gestures |
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How adults take turns talking
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1&2 word stages provide info about turn taking- ask questions, prompt child to take turn
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How adults correct kids
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seldom correct, & when do correct truthfullness/pronunciation, not grammar
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Earliest use of language
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not intentional- cooing, babbling
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expressing intentions before speech
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gesturing, looking, vocalizing
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Early use of intonation
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by 2 yrs, questions rise, statements fall, interruptions & simultaneous starts
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Early responding with speech
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2 yrs: answer/acknowledge 1/3 ?s
2.5-3 yrs: answer 2/3 ?s *less likely to respond to statements/tag ?s |
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Response to early Interruptions
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cooperative: less likely to recast
atypical: recast utterance *related to high involvement/high considerateness |
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Early Politeness
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acquisition related to pragmatic socialization, related to ^ cognitive capacity & awareness of social lang use
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Early Perspective-taking
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young kids are egocentric, modify speech with adults vs. kids, but don't fully perspective-take
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Speech Communication Chain: Interchangeability
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ability to both transmit & receive messages
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Speech Communication Chain: Idealization
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listener receives exactly same idea that speaker tried to convey
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Pragmatics of context
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context & meaning are closely related- ignoring context may misrepresent speakers' intentions
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Linguistic Context
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what preceded an utterance, what was said earlier
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Situational Context
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gives info about situation: who's speaking, what's going on around
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Social Context
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gives info about social relationships btwn speakers- status, etc
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Felicity
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appropriate relative to context- makes sense in context
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Maxim (definition)
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rules that regulate conversation & enforce compliance w/ cooperative principle
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Cooperative Principle (Grice)
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what is said in conversation should further purpose of conversation
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Maxim of Quality
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conversation won't work if we lie- must have good evidence for what we say, but people differ in "good evidence"
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Maxim of Relevance
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maintain convo by preventing random topic shifts- also helps with inferences
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Maxim of Quantity
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give appropriate amount of info, not too much or too little
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Maxim of Manner
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how speaker should give info- don't be obscure, be brief & orderly
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Flouting a Maxim
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use maxims to communicate incorrectly- jokes, sarcasm, advertising
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Violating a Maxim
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unintentionally break rules
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Speech Act
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use of speech to perform action or emphasize intention
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Speech act: assertion
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conveys info
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Speech act: question
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elicits info
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Speech act: request
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(more or less) politely elicits action or info
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Speech act: order
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demands action
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Speech act: Promise
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commits speaker to action
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Speech act: threat
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commits speaker to action listener doesn't want
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Felicity conditions: requests
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believe action hasn't been done, needs to be done, listener is capable & willing
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Felicity conditions: questions
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don't already know info, believe listener can supply info
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Performative speech act
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verb used to perform act it names- I request you scratch my nose- many ceremonies
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Direct speech act
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functions directly & literally- Did John marry Helen?
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Indirect speech act
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functions indirectly & nonliterally, often to be polite- I wonder if John married Helen
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Politeness: positive face
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wish to be approved of
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Politeness: negative face
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wish to be unimpeded- I'm sorry to ask you to move
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High Involvement conversational style
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value involvement in conversation, interruptions & overlap
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High Considerateness conversational style
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value only one speaker at a time, interruptions seen as attempt to control conversation
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Bilingual First Language Acquisition (BLFA)
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languages learned in infancy
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Coordinate environment (BFLAs)
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2 langs, 2 environments
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Compound environment (BFLAs)
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2 langs, 1 environment
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Simultaneous exposure (BFLAs)
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L1 & L2 at same time
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Sequential exposure (BFLAs)
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L1 then L2
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Bilingualism Myth 1
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Bilingualism leads to lang delay
Truth 1: course & rate comparable w/ MFLAs |
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BFLA course & rate
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Course: highly similar word spurt, etc
Rate: same pace, though BFLAs lag in some (grammatical gender)- related to input |
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Bilingualism Myth 2
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associated w/ neg. consequences
Truth 2a: no adverse impact on lang knowledge or IQ Truth 2b: cognitive advantages |
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Cognitive advantages of BFLAs
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1. ^ phonological awareness, ^ reading ability
2. metalinguistic awareness, ^ understanding of arbitrariness, syntax, symbolic flexibility 3. Executive control, ^ selective attention & inhibition |
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Bilingualism Myth 3
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1 linguistic system, so BFLAs confused
Truth 3: 2+ systems, separate easily & effectively |
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Code-Switching
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context-dependent- most commonly borrow words from other lang- speaker knows listener understands both langs
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Child L2 acquisition
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5-9 yrs, before sensitive period ends
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Process of child L2 acquisition
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young kids start slower but catch up, nearly all kids reach native-like competence
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Attrition
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lose lang not often used
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Transfer in L2 acquisition
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L1 influences L2 acquisition, similarity in langs> ease, differences>difficulties
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Input in L2 acquisition
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complex interplay of quality & quantity of L2- formal exposure better, immersion better
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Working Memory & L2 acquisition
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individual differences in processing speed, associative memory, sound-symbol pairings, grammatical sensitivity
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Motivation & L2 acquisition
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desire to acquire L2
Integrative: identify w/ L2 culture Instrumental: need to learn L2 to achieve |
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L1 & L2 localization
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Early bilinguals: lots of overlap
Late bilinguals: spatially separate |
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Atypical LD
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delayed rate/course, disordered
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Hearing Impairment vs. Severe Hearing Impairment
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HI: sounds above 60 dB
SHI: above 90 dB |
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Articulatory deficits of hearing impaired
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omission, misarticulation of sounds more difficult to hear- fricatives, ends of words, embedded consonant clusters
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Lexical development of hearing impaired
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3000 fewer words heard every year
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Grammatical development of hearing impaired
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difficulty with passive & some morphemes- verb deletion
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Oral/Aural method for HI
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lip reading, not very effective
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% of HI children born to hearing parents
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90%
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concerns for assistive hearing devices
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more research on segue into hearing world, SES implications, endangerment of deaf culture
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