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| Question | Answer |
|---|---|
| syntax > phrases | a single structural unit that creates meaning can be one word or a group of words has head word and/or modifier |
| syntax > phrases > head word | the word class it is named after, and which describes its role in a sentence e.g the fat CAT |
| syntax > phrases > modifier | other word classes that modify or specify the head word in more detail e.g THE FAT ORANGE (pre-modifier) cat JUMPED ON THE SOFA (post modifier) |
| syntax > phrases > noun phrase | consists of a noun and all of its modifiers (typically determiners and adjectives) -the head word is a noun e.g the year 9 students... |
| syntax > phrases > verb phrase | consists of a verb and its auxiliaries the head word is the main (lexical) verb e.g They HAD BEEN WALKING for hours. |
| lexicology | Lexicology is the study of words, or lexemes. A lexeme is the smallest meaningful unit of the lexicon of a language that can stand on its own. Lexemes underly a set of words that are related through inflection. E.g. run, runs, running. |
| lexicology > open class words | Content words. Can accept new words. Examples: Nouns: I got a new iPod. |
| lexicology > closed class words | Structural or function words. Determine sentence structure Fairly fixed in number Examples: Articles: a/an, the |
| lexicology > word classes | parts of speech e.g nouns, adjectives |
| lexicology > open class words > nouns | Nouns refer to people and objects (both physical objects and abstractions). |
| lexicology > open class words > nouns > Concrete nouns | 1. Common nouns: General name for item. E.g. table. 2. Proper nouns: Specific name for item. E.g. Woolies. |
| lexicology > open class words > nouns > abstract nouns | intangible items. E.g. love, freedom, wealth, honour, anticipation. |
| lexicology > open class words > nouns > collective nouns | Refers to groups of people, animals, or things. E.g. school, colony, parliament, punnet, murder |
| lexicology > open class words > nouns > count/mass nouns | 1. Count nouns: Able to be counted; have a plural form. E.g. dogs, shops. 2. Mass nouns: Cannot be counted. E,g. love. |
| syntax > phrases > verb phrase > phrasal verbs | it consists of a verb that is collocated with a preposition or adverb, such as take off - replace a phrasal verb with a single more sophisticated verb (so phrasal verbs contribute to informality in texts) give up - capitulate join in - participate |
| syntax > phrases > prepositional | consists of a preposition and a noun or pronoun (plus any modifiers) the head word is a preposition e.g I put the glass on the table. |
| lexicology > open class words > adjectives | Adjectives describe qualities and attributes of nouns. They specific the noun’s field of reference (narrow the range of meaning of the noun). |
| lexicology > open class words > adjectives > attributive/modifiers | Usually before the noun. It modifies the noun (modifier). Examples: The 'tall' man |
| lexicology > open class words > adjectives > predicative/complements | Usually occurs after copula verbs (linking verb) such as ‘to become’, ‘is/are’ Examples: The man is tall |
| syntax > phrases > adjective + adverb | phrase with head word that's an adj or adverb-- |
| syntax > phrases > prepositional | consists of a preposition and a noun or pronoun (plus any modifiers) the head word is a preposition I put the glass 'on the table'. |
| lexicology > open class words > adjectives with suffixes > comparative | Will have the suffix -er, OR; Will have ‘more’ before the adjective Examples: The taller man |
| lexicology > open class words > adjectives with suffixes > superlative | Will have the suffix -est, OR; Will have ‘most’ before the adjective Examples: The tallest man |
| lexicology > open class words > verbs | Often verbs are seen as ‘doing words.’ A more accurate definition is that verbs express actions and states of being. |
| lexicology > open class words > verbs > lexical/main | The primary verb in a sentence that shows the action or state of being of the subject. E.g.: run, eat, laugh, jump |
| lexicology > open class words > verbs > auxillary/helping | Verbs that support (help) main verbs. Often enable tense. 1. Primary auxiliary verbs: Had/has, is/was, etc. 2. Modal verbs: Indicate likelihood of verb happening. |
| lexicology > open class words > verbs > lexical > Copula (linking) verbs | Connects the subject of the sentence to a noun or adjective. Links distinct elements in a sentence together. E.g. The sky became cloudy, she seems tired. |
| syntax > clauses | a clause is a combination of a noun phrase (subject) and a verb phrase (predicate). must contain subject and predicate the climbers-- noun were exhausted-- verb |
| syntax > clauses > subject + predicate form | Noun phrase E.g. The sun Verb phrase was shining SUBJECT + The person or thing the clause is about PREDICATE What is written or said about the subject |
| syntax > clauses > sentences | A group of words that contains at least one main clause. It can contain any number of clauses. |
| syntax > clauses > direct object | receives the action of the verb. It answers the question who or what. My mum baked THE CAKE. (What did she bake?) I called THE DOCTOR. (Who did I call?) |
| syntax > clauses > indirect object | s affected by the action of the verb. It answers the question to whom or for what. If there is an indirect object, there is usually a direct object as well. I asked him for THE SALT. (What did I ask him for?) |
| syntax > clauses > Subject Complement | does not introduce a new entity into the sentence adds an attribute, quality or another name of the subject uses a copula verb which connects the subject complement to the subject can be a noun phrase or an adjective phrase Shannon is amazing. |
| discourse + pragmatics | study of how the meaning of language is related to the context in which that language occurs. This involves considering the users intention as the audience’s interpretation based on the situational and cultural context. |
| syntax > clauses > adverbial | gives information about time, place or manner. -not part of predicate -can be removed without affecting syntactive integrity -usually adverb or prepositional phrase |
| discourse + pragmatics > code switching | The practice of moving back and forth between languages in a single interaction. |
| discourse + pragmatics > code switching > purpose | To demonstrate group membership and belonging: language is a strong maker of cultural belonging. To express cultural meaning: certain meanings may be more readily expressed in one language than another To match the values and attitudes of the audience |
| discourse + pragmatics > code switching > in-group membership | means that individuals share common characteristics For code-switching, you are looking for individuals to share a common language or culture that uses that language. |
| MSFiTT | Mode, Setting, Field, Tenor, Text type |
| MSFiTT > mode | Spoken or written (how is this being communicated) |
| MSFiTT > setting | when, where, how, who |
| MSFiTT > field | specific semantic field of text (only applies to the text) e.g. muslim culture |
| MSFiTT > tenor | relationship/social distance between author and audience-- e.g warm, friendly hierachy-- 'power', e.g. role of authority, formal position, representative |
| PQCL | P - Point Q - Quote C - Contextual Comment L - Larger Link |
| PQCL > Point | Point to your evidence piece by providing appropriate context (WHO, WHAT, WHERE, WHEN) and the relevant subsystem metalanguage. |
| PQCL > Quote | Quote the relevant parts of your evidence piece. Combine this with the point stage. Comment about what this language use tells us about the immediate user or the identity they represent. |
| PQCL > Comment | Comment about what this language use tells us about the immediate user or the identity they represent. |
| PQCL > Link | Provide a larger link to reflect on what this language use tells us about Australian society and how we use language. This should be relevant to the essay question. |
| MSFiTT > Text type | how is this communicated e.g, instagram video, online speech |
| syntax > sentence types > declarative | -statement of fact -primary purpose to convey information -most common; follows syntactic patterns e.g "water boils at 100 degrees" |
| syntax > sentence types > interrogative | -framed by question -purpose is to elicit a response -subject and auxillary verb inverted e.g. Do you want ice cream? |
| analytical factors APTFRSC | Audience purpose tenor function register situational context cultural context |
| lexicology > verbs > direct object | A noun or pronoun that receives the action of the verb. It answers the question of who or what. Examples: Alice (subject) caught (verb) the baseball (direct object). THE THING |
| lexicology > verbs > indirect object | A noun or pronoun that receives the direct object. Answers the question of to who, for whom, or for what. Examples: Max (subject) pitched (verb) Alice (indirect object) the baseball (direct object) |
| lexicology > verbs > direct object > transitive | Must be followed by a direct object to make sense (recipient of the verb/action). The direct object will be a noun phrase. Examples: Riza ate the cookies. |
| lexicology > verbs > direct/indirect object > intransitive | Do not need a direct object (noun phrase) to complete their meaning. Unlike other types of verbs intransitives can end sentences (but don’t always). Examples: Gary slept in his bed. Ruby ate. |
| lexicology > verbs > direct/indirect object > ditransitive | verb followed by phrases: one is the object acted upon (the direct object), the other is the recipient of the direct object (indirect object). Jane is giving me an apple Subject + aux v + ditransitive verb + indirect object + direct object |
| lexicology > open class words > verbs > auxillary/helping > primary auxillary | demonstrate TENSE had/was/is/was |
| lexicology > open class words > verbs > auxillary/helping > modal | show possibility, intent, ability. indicate the likelihood ofthe verb happening e.g can, could, may, shall, must, will |
| lexicology > open class words > adverbs | Adverbs are lexemes that modify verbs, adjectives, other adverbs, and sentences. Types of adverbs include: Circumstance adverbs (manner, time, place, frequency) Interrogative adverbs Negative adverbs Degree adverbs Conjuncts Disjuncts |
| lexicology > open class words > adverbs > circumstance | Modify verbs, giving details of circumstances such as: how, where, when, how often? e.g quietly, above, now, always, think: manner time frequency |
| lexicology > open class words > adverbs > interrogative | Introduce a sentence that asks a question, usually regarding where, when, why and how. Examples: When will you return? How is the trunk being sent? |
| lexicology > open class words > adverbs > negative/affirmative | Negative adverbs deny or contradict statements, including: no, not , never, only, scarcely and hardly. Affirmative adverbs do the opposite. Examples: I will never go there. I do not understand. |
| lexicology > open class words > adverbs > degree | DEGREE ADVERBS: Modify/intensify adjectives or adverbs. |
| lexicology > open class words > pronouns | Pronouns substitute for other nouns in a sentence. There are several categories of pronouns ranging from those you probably are already familiar with (e.g. first person) to: demonstrative, relative |
| lexicology > open class words > pronouns > possessive pronouns (vs possessive adjectives) | Possessive pronouns should not be sitting beside another noun as they substitute for a noun. E.g. That car is ours Possessive adjectives on the other hand describe possession and so will sit in front of a noun. E.g. that is our car |
| lexicology > open class words > pronouns > demonstrative | point to something that, this, these, those e.g this is my book |
| lexicology > open class words > pronouns > relative | relate one part of the sentence to another who, whom, which, that kevin welcomed daria who was his neighbour |
| lexicology > open class words > preposition | a word that shows relationship between a noun or a pronoun and some word/element in the rest of the sentence e.g with, at, on, in spite of, regarding, |
| lexicology > open class words > adverbs | Adverbs are lexemes that modify verbs, adjectives, other adverbs, and sentences. Types of adverbs include: Circumstance adverbs (manner, time, place, frequency) Interrogative adverbs Negative adverbs Degree adverbs Conjuncts Disjuncts |
| lexicology > open class words > adverbs > circumstance | Modify verbs, giving details of circumstances such as: how, where, when, how often? e.g quietly, above, now, always, think: manner time frequency |
| lexicology > open class words > adverbs > interrogative | Introduce a sentence that asks a question, usually regarding where, when, why and how. Examples: When will you return? How is the trunk being sent? |
| lexicology > open class words > adverbs > negative/affirmative | Negative adverbs deny or contradict statements, including: no, not , never, only, scarcely and hardly. Affirmative adverbs do the opposite. Examples: I will never go there. I do not understand. |
| lexicology > open class words > adverbs > degree | DEGREE ADVERBS: Modify/intensify adjectives or adverbs. |
| lexicology > open class words > pronouns | Pronouns substitute for other nouns in a sentence. There are several categories of pronouns ranging from those you probably are already familiar with (e.g. first person) to: demonstrative, relative |
| lexicology > open class words > pronouns > possessive pronouns (vs possessive adjectives) | Possessive pronouns should not be sitting beside another noun as they substitute for a noun. E.g. That car is ours Possessive adjectives on the other hand describe possession and so will sit in front of a noun. E.g. that is our car |
| lexicology > open class words > pronouns > demonstrative | point to something that, this, these, those e.g this is my book |
| lexicology > open class words > pronouns > relative | relate one part of the sentence to another who, whom, which, that kevin welcomed daria who was his neighbour |
| lexicology > open class words > preposition | a word that shows relationship between a noun or a pronoun and some word/element in the rest of the sentence e.g with, at, on, in spite of, regarding, |
| lexicology > open class words > adverbs | Adverbs are lexemes that modify verbs, adjectives, other adverbs, and sentences. Types of adverbs include: Circumstance adverbs (manner, time, place, frequency) Interrogative adverbs Negative adverbs Degree adverbs Conjuncts Disjuncts |
| lexicology > open class words > adverbs > circumstance | Modify verbs, giving details of circumstances such as: how, where, when, how often? e.g quietly, above, now, always, think: manner time frequency |
| lexicology > open class words > adverbs > interrogative | Introduce a sentence that asks a question, usually regarding where, when, why and how. Examples: When will you return? How is the trunk being sent? |
| lexicology > open class words > adverbs > negative/affirmative | Negative adverbs deny or contradict statements, including: no, not , never, only, scarcely and hardly. Affirmative adverbs do the opposite. Examples: I will never go there. I do not understand. |
| lexicology > open class words > adverbs > degree | DEGREE ADVERBS: Modify/intensify adjectives or adverbs. |
| lexicology > open class words > pronouns | Pronouns substitute for other nouns in a sentence. There are several categories of pronouns ranging from those you probably are already familiar with (e.g. first person) to: demonstrative, relative |
| lexicology > open class words > pronouns > possessive pronouns (vs possessive adjectives) | Possessive pronouns should not be sitting beside another noun as they substitute for a noun. E.g. That car is ours Possessive adjectives on the other hand describe possession and so will sit in front of a noun. E.g. that is our car |
| lexicology > open class words > pronouns > demonstrative | point to something that, this, these, those e.g this is my book |
| lexicology > open class words > pronouns > relative | relate one part of the sentence to another who, whom, which, that kevin welcomed daria who was his neighbour |
| lexicology > open class words > preposition | a word that shows relationship between a noun or a pronoun and some word/element in the rest of the sentence e.g with, at, on, in spite of, regarding, |
| lexicology > open class words > adverbs | Adverbs are lexemes that modify verbs, adjectives, other adverbs, and sentences. Types of adverbs include: Circumstance adverbs (manner, time, place, frequency) Interrogative adverbs Negative adverbs Degree adverbs Conjuncts Disjuncts |
| lexicology > open class words > adverbs > circumstance | Modify verbs, giving details of circumstances such as: how, where, when, how often? e.g quietly, above, now, always, think: manner time frequency |
| lexicology > open class words > adverbs > interrogative | Introduce a sentence that asks a question, usually regarding where, when, why and how. Examples: When will you return? How is the trunk being sent? |
| lexicology > open class words > adverbs > negative/affirmative | Negative adverbs deny or contradict statements, including: no, not , never, only, scarcely and hardly. Affirmative adverbs do the opposite. Examples: I will never go there. I do not understand. |
| lexicology > open class words > adverbs > degree | DEGREE ADVERBS: Modify/intensify adjectives or adverbs. |
| lexicology > open class words > pronouns | Pronouns substitute for other nouns in a sentence. There are several categories of pronouns ranging from those you probably are already familiar with (e.g. first person) to: demonstrative, relative |
| lexicology > open class words > pronouns > possessive pronouns (vs possessive adjectives) | Possessive pronouns should not be sitting beside another noun as they substitute for a noun. E.g. That car is ours Possessive adjectives on the other hand describe possession and so will sit in front of a noun. E.g. that is our car |
| lexicology > open class words > pronouns > demonstrative | point to something "this is my book" that, this, these, those e.g this is my book |
| lexicology > open class words > pronouns > relative | relate one part of the sentence to another "Kevin welcomed darla who was his neighbour" who, whom, which, that kevin welcomed daria who was his neighbour |
| lexicology > open class words > preposition | a word that shows relationship between a noun or a pronoun and some word/element in the rest of the sentence e.g with, at, on, in spite of, regarding, |
| lexicology > open class words > determiners | a word placed before a noun to provide information such as quantity, ownership and specificity e.g artcles (a, an, the) demonstratives (this, that, these) possessives (his car, our dog), quantifiers (few, some, six) |
| Morphology | The study of the structure of words and the rules of word formation Helps us take words apart, looking at their most basic components. e.g un-read-able smallest part of word that can carry meaning |
| Morphology > bound morpheme | only carry their meaning or grammatical information when attached to another morpheme e.g compute/r |
| Morphology > free morpheme | can stand alone and carry the same meaning whether attached to other morphemes or not e.g work/able (work is free) |
| Morphology > bound morpheme > affixes | pre, suffix, or infixes |
| Morphology > bound morpheme > affixes > prefixes | Prefixes Go before the root Eg: Disinterested |
| Morphology > bound morpheme > affixes > suffixes | Suffixes Go after the root Eg: Walking |
| Morphology > bound morpheme > affixes > infixes | Infixes Inserted inside the root Not found in English (except for non-Standard words) Often expletives or intensifiers in English. |
| Morphology > bound morpheme > affixes > derivational | When they are added to a base (root or stem that an affix is attached to), a new word with a new meaning is derived in terms of meaning or word class. may also be of a different word class than the original word, as shown by suffixes as –able to –ly. |
| Morphology > bound morpheme > affixes > inflectional | Inflectional Morphemes mark properties such as tense, number, case and so forth. They never change the syntactic category of the words or morphemes to which they are attached. -only suffixes (-s, -ed, -ing, -en, -'s, -er, , -est) |
| Morphology > bound morpheme > affixes > hypocristic suffixation | when a word is shortened and a suffix added to show familiarity or endearment. e.g sunnies, arvo |
| syntax > clauses > sentences strucuture | types of clauses determines sentence strucutre main/independent- a clause that can stand on its own subordinate/clause- cannot stand on its own |
| syntax > clauses > sentences strucuture > simple | contain one main clause (and therefore one predicate) often used to make important points or to make information very clear The dog barked. The exam is on Tuesday. Stripy green and pink socks are my favourite thing in the whole wide world. |
| syntax > clauses > sentences strucuture > compound | contain two or more main clauses clauses are joined with a coordinating conjunction, or sometimes by a semicolon used to connect pieces of information of equal importance can create a story-telling quality |
| syntax > clauses > sentences strucuture > coordinating conjunctions | FANBOYS (used to connect to clauses) for, and, nor, but, or, yet, so |
| syntax > clauses > sentences strucuture > complex sentences | contain one main clause and one or more subordinate clauses clauses are typically connected by a subordinating conjunction subordinate clauses provide extra information about the main clause When Johnny goes shopping, he buys lots of corn. |
| syntax > clauses > sentences strucuture > compound/complex sentences | contains two or more main clauses and one or more subordinate clauses that means at least three clauses should contain at least one coordinating conjunction and at least one subordinating conjunction |
| syntax > clauses > sentences strucuture > sentence fragments | Sentence fragments lack a clause component (subject or verb), so they are not technically sentences. However, they are very common in informal texts, especially advertising, and are also used in things like signs for efficiency. e.g no through road |
| syntax > clauses > sentences strucuture > ellipses | We often leave out words and phrases, confident that our meaning will still be understood. This avoids repetition and makes our sentences succinct. → She had tried calling him twice, and messaged several times. |
| syntax > clauses > sentences strucuture > subsitution | Like ellipsis, substitution avoids repetition and creates succinctness. But instead of just removing words, we replace them with something shorter. A: I hope you can come to the party on Saturday. B: I do too. (‘do’ stands in for ‘hope I...’) |
| syntax > clauses > sentence types | a way of describing how a sentence is framed to convey meaning -different from sentence structure, which describes the grammatical arrangement of phrases and clauses there are four sentence types: declarative interrogative imperative exclamative |
| syntax > clauses > sentence types > imperative | framed as a command, instruction or request primary purpose is to encourage someone to take an action usually lacks a subject as it is implied to be the addressee Cut the capsicum into thin strips. Don’t forget to write your name on your paper. |
| lexicology > verbs > static | verbs that express state of being or prrocesses -no obvious action -thoughts, opinions, feelings, emotions e.g am, agree, know |
| lexicology > verbs > dynamic | expresses action -jump,eat |
| syntax > clauses > sentence types > exclamative | can be framed in a variety of ways primary purpose is to express emotion or attitude How beautifully you sang today! ends with an exclamation mark and expresses emotion |
| semantics | The field of linguistics concerned with the study of meaning in language - how languages organise and express meanings. |
| semantics > sign | representation of a word-- relationship with meaning is arbitrary |
| semantics > meaning | vibe of the word |
| semantics > denotation | Denotation refers to the general meaning of a word and are found in a dictionary. For example, the denotation of mother is a female parent. Denotations, as the most universally known definition of a word, are relatively stable. |
| semantics > connotation | Connotation refers to the social meaning or emotional associations triggered by a word. both positive and negative, related to sociocultural values (and so can change). rats denotation → small rodent connotation → sneaky person |
| discourse> paralinguistic | Paralinguistics refer to the aspects of spoken communication that do not involve words. These may add emphasis or shades of meaning to what people say. features involved in spoken discourse. e.g vocal effects, non-verbal communcation, voice quality |
| phonetics> prosodic features | PIS TV, pitch, intonation, stress, tempo, volume |
| phonetics> prosodic features > pitch | Pitch: How low or high the sound is. This is altered by the speed of the vibrations of your vocal cords. The faster the vibrations the higher the pitch. In a transcript you will find this indicated by: / = rising pitch \ = falling pitch |
| phonetics> prosodic features > intonation | Intonation: Intonation is the rhythm created by the rising and falling patterns of these pitch variations. In a transcript you can track the rising and falling intonation using the pitch transcript symbols . = final ? = questioning |
| phonetics> prosodic features > stress | Stress relates to the emphasis we place on words or syllables as we speak. -caused by a combination of increased pitch, duration, and volume. E.g.OBject (an item) vs. obJECT (disagree) indicated through underlining the word or parts of a word |
| phonetics> prosodic features > tempo | Tempo: Tempo relates to the speed at which an utterance is made An utterance may be fast paced or slow paced depending on the user’s purpose indicated by: <A A> = fast paced utterance <L L> = slow-paced utterance |
| phonetics> prosodic features > volume | Volume: Volume relates to the loudness or intensity at which an utterance is made Volume may be loud or soft depending on the user’s purpose In a transcript you will find it indicated by: <F F> = loud volume <P P> = soft volume |
| child language acquisition > first words > proto words | not accepted words or standard english, but has meaning -consistent relation between form and meaning |
| child language acquisition > first words >true words | consistent relation between form and meaning and has some phonetic relationship to some adult words |
| child language acquisition > stages of language acquisition > pre-linguistic | From birth, a child discriminates speech from other sounds They start to discover phonemes After one month: babies start crying to produce sounds in order to convey information: Hunger cry Angry cry Pain cry Cooing in response to pleasure |
| child language acquisition > stages of language acquisition > babbling | At approximately 6 months Universal Babbling is not linguistic chaos. Early babbling consists of repeated consonant-vowel sequences e.g. ‘mamma’, ‘gaga’ and ‘dada’ |
| child language acquisition > stages of language acquisition > holophrastic | Typically around one year old Using a single lexeme to form a sentence. Children talk about what’s going on around them -sounds are related to meaning. Relationship is developing between signifier (word) and signified (what is being referred to). |
| child language acquisition > stages of language acquisition > two-word | Typically around 1.5-2 years of age The child uses minimal words to convey the meaning of a whole sentence A lack of function words, highly abbreviated with a lack of grammatical words and endings e.g. the, of, -s ‘plural’ and –’s possessive |
| child language acquisition > stages of language acquisition > two-word > semantic relations | Semantic relationship Example Action + Agent Mamma sit Agent + Object Papa car Action + Object Eat mango Action + Location Go park Object + Location Teddy + floor |
| child language acquisition > stages of language acquisition > telegraphic | Typically around 24-30 months Start to combine content words with function words to create basic grammatical sentences E.g: “I go park” |
| child language acquisition > stages of language acquisition > multi-word | Typically acquired by 30 months of age By this point, children are developing at a rapid rate Children learn up to 14 words a day for the first six years of their lives 5000 words per year on average |
| child language acquisition > stages of language acquisition | pre-linguistic babbling, holophrastic, two word, telegraphic, multiword |
| phonetics | Phonetics Study of speech sounds Concerned with how sounds are produced, transmitted and received Focuses on the ways sounds are produced by particular speakers Not related to one particular language |
| phonology | Phonology Study of sound systems of a language Interested in sound patterns and patterns of sound production in speakers across different cultures Can focus on one particular language |
| orthography | refers to the system of writing conventions in a language (i.e. spelling). |
| phonology > basics of articulation | Basics of Articulation 1 2 3 Air flows from the lungs passes through the vocal folds in the throat --> vibrate in chamber. Airflow can be impeded in various ways and at various points in the vocal tract. |
| phonology > consonant sounds | Place of articulation Manner of articulation Articulator Voicing |
| phonology > consonant sounds > place of articulation | The location of the constriction in airflow is called the place of articulation. point at which a sound is produced. occurs when the articulator (tongue) moves to the location of a fixed structure in the oral cavity to obstruct airflow. |
| phonology > consonant sounds > manner of articulation | How airflow is obstructed in the vocal tract is the manner of articulation. There are six manners of articulation: Stop/plosive Nasal (or nasal stop) Fricative Affricate Approximant Lateral approximant |
| phonology > consonant sounds > voicing | vibration of the vocal cords when a consonant sound is produced.air is pushed through the glottis between the vocal folds. Consonants can either be: Voiced: air passes through vibrating vocal cords. Voiceless: air passes through open vocal cords. |
| phonology >vowel sounds | Where consonant sound are the result of constriction of the vocal tract, vowel sounds are produced when the air is not blocked in its passage through the vocal tract. There are four types of vowels: Monophthong Diphthong Triphthong Long Vowel |
| connect speech processes > assimilation | Assimilation Sounds change to be more like neighbouring sounds (related to PoA & MoA) e.g. pancake /pænkeɪk/ becomes /pæŋkeɪk/ |
| connect speech processes > insertion | Insertion Adding extra sounds where they previously didn’t exist e.g. ath-e-lete for athlete /æθəlit/ |
| connect speech processes > elision | Elision When a sound (consonant or vowel) is removed in connected speech e.g. fish ‘n’ chips, can’t |
| connect speech processes > vowel reduction | Vowel Reduction Similar to elision, but removed sound is replaced with a schwa /ə/ e.g. Kevin /kɛvɪn/ to /kɛvən/ or police /pɔlis/ to /pəlis/ |
| acquisition of phonetics > order of acquisition | 1. nasals 2.glides 3. stops 4. approximants 5. fricatives 6.affricates |
| Phonological processes involved in CLA | Elision (also known as omission or deletion in CLA) Substitution Assimilation Reduplication Metathesis |
| Phonological processes involved in CLA > Elision | Children will often simplify pronunciation by deleting certain sounds: Final consonant deletion: final consonants may be omitted Weak syllable deletion: Unstressed syllables are often deleted eg: ‘banana’ ‘nana’ Cluster reduction: snake > nake |
| Phonological processes involved in CLA > Substitution | This phonological process occurs when children substitute difficult phonemes for ones that have already been acquired. /r/ (as in rock or story) becomes /w/ /θ/ or /ð/(as in there, that or thumb) becomes /d/, /n/ or /f/ /t/ (as in toe) becomes /d/ /p/ |
| Morphological development Morphological development morphological development | present progressive (going), prepositions in, plural inflections (dogs)irregular past tense forms,possessive inflections..various forms of verb be articles regular past tense inflection regular present tense inflection irregular present tense forms |
| univeral grammar> noam chomsky | There is a hypothesis that children are born with innate knowledge about thestructure of language; this innate grammar centres around a set of rules for language that are assumed to be universal; that is, shared by all languages. ‘nature’ over ‘nurture’. |
| usage-based theory > michael tomasello | children build the grammar of their language from tailored interaction, with general cognitive skills. child-directed speech Michael Tomasello. |
| critical period hypothesis | Suggests that the ability to acquire language is biologically linked to age. This critical period provides a ‘window of opportunity’ wherein language is easily acquired. difficult after puberty |
| code switching | The practice of moving back and forth between languages or different varieties within a single discourse. |
| multilingualism | A speaker’s ability to communicate in more than one language. |
| Additional-language learning (ALL): | Learning a new language in addition to a native or home language. |
| ALL process | pre-production, early production, emergence of speech, intermediate speech fluency, advanced fluency |
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tephs