Mid-term Study Guide
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| Why are pathologists interested in language acquisition? | 1. need to know what is typical in order to recognize what is atypical. 2. typical developmental provides a guide as to what to teach and when to teach it. | ||||
| Why are pathologists interested in language acquisition? | 3. gives an idea about the best way to assess and teach language. 4. allows better communication with adults and children. | ||||
| Language: | socially shared code or conventional system for representing concepts through the use of arbitrary symbols and rule-governed combinations of those symbols. | ||||
| Components of language: | meaning, form and use | ||||
| Meaning: | semantics-the study of the meaning system of language | ||||
| Form: | morphology, syntax and phonology | ||||
| Morphology: | rules that govern the use of morphemes in a language | ||||
| Syntax | rules for how to combine words into phrases and sentences and how to transform sentences into other sentences | ||||
| Phonology | study of the sound system of language. The sounds the language uses, as well as the rules for their combination. | ||||
| Use | pragmatics, sociolinguistics and social communication | ||||
| Pragmatics: | the study of language in context used as a communication tool that is used to achieve social ends | ||||
| Sociolinguistics: | an approach to the study of language variation and adaptation which considers the ways social constructs (class, gender, role, status, etc.) impact upon language | ||||
| Social Communication: | the verbal and nonverbal behaviors children display as they approach peers, maintain conversations, and resolve conflicts during peer interaction | ||||
| Functionalist view of pragmatics: | viewed as the overall organizing aspect of language | ||||
| Production: | refers to speaking; same as expression | ||||
| Comprehension: | refers to understanding; same as reception | ||||
| Speech: | the production of sounds | ||||
| Language: | syntax, semantics, phonology, pragmatics | ||||
| Prescriptive grammar: | prescribes what people SHOULD do when they use language | ||||
| Descriptive grammar: | describes what people ACTUALLY do when they use language. | ||||
| Dialect: | a variety of a language that is shared by a particular speech community (all variations of a language are dialects) | ||||
| Competence: | the inner knowledge of language and all of its linguistic rules and structures | ||||
| Performance: | any concrete act of talking or understanding language | ||||
| Nature of language: | it is unique from other forms of communication and all languages share certain characteristics | ||||
| The comparative method of historical linguistics: | makes it possible to compare a group of related languages and reconstruct a parent language | ||||
| Properties of language: | Duality of patterning, productivity, displacement, semanticity | ||||
| Displacement: | messages need not be tied to the immediate context | ||||
| Productivity: | the capacity to say things that have never been said before | ||||
| Duality of patterning: | the use of a finite set of elements, in various rearrangements, to convey an infinite set of messages- leads to displacement and productivity | ||||
| Semanticity: | the ability to represent ideas, events, and objects symbolically | ||||
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Created by:
deezer
on 2010-10-09