We talk to babies as if they can understand us.
Babies cry to communicate needs, mothers give it to them.
Face to face communication is important for children as they learn language visually just as much as verbally/phonetically.
18 months = 50 word lexicon, context dependent.
18 months = understand intonation of spoken language
Onomatopoeia used when talking to children "moo cow"
2 and a half years = Starting to conversate, only simple sentences, not initiating conversation
Reading nursery rhyms, kids books
3 years old = possessive pronouns 'mine' 'his'etc.
3-4 years = telling stories, using tenses etc.
Simple connectives e.g. and & also
5 = more aware of external influence
5 = starting to understand passive/active voice
100,000 word vocabulary as an adult
Side sequence = going off subject/off tangent. Common in childrens spoken language
Monday, 22 September 2014
Wednesday, 17 September 2014
Planet Word Lesson Notes
Children learn to speak around the age of 2.
Dad/Mum usually a childs first words.
Forbidden Experiment: Victor
-Caught (feral) and taken to Paris having never experienced society.
-Couldn't speak.
-Never learned to speak (died age 42).
-Victor is evidence of the C.A.P (critical acquisition period).
Prof Steven Pinker
-Children associate lexis with context.
-Children play with language in order to hone language skills.
Jean Berko-Gleeson: The 'Wug' Test 1958
-Supports Chompskys L.A.D
-Children add 's' to words to pluralise etc.
Learning language needs to be a natural process.
Language defines our identity.
Child Language Skills
-Create individual phonemes and phonetics.
-To use and understand a vocabulary of words.
-Use of prosodic features such as pitch, loudness, speed & intonation to convey meaning.
-Structure interactions with others.
-Subtleties of language such as politeness, implication and irony.
Dad/Mum usually a childs first words.
Forbidden Experiment: Victor
-Caught (feral) and taken to Paris having never experienced society.
-Couldn't speak.
-Never learned to speak (died age 42).
-Victor is evidence of the C.A.P (critical acquisition period).
Prof Steven Pinker
-Children associate lexis with context.
-Children play with language in order to hone language skills.
Jean Berko-Gleeson: The 'Wug' Test 1958
-Supports Chompskys L.A.D
-Children add 's' to words to pluralise etc.
Learning language needs to be a natural process.
Language defines our identity.
Child Language Skills
-Create individual phonemes and phonetics.
-To use and understand a vocabulary of words.
-Use of prosodic features such as pitch, loudness, speed & intonation to convey meaning.
-Structure interactions with others.
-Subtleties of language such as politeness, implication and irony.
Thursday, 11 September 2014
Brief Language in Gender Lesson Notes
Grices Maxims:
Quantity: Be as informative as you possibly can and give as much information as needed, and no more.
Quality: Be truthful and don't give information that is false or that isn't supported by evidence.
Relation: Be relevant and say things that are relevant to the conversation.
Manner: Be clear, brief and orderly as you can and avoid obscurity and ambiguity.
3 D's
Deficit
Dominance
Difference
2 C's
Cooperation
Competition
Men tend to me less polite, use more colloquial language, slang and swear words.
Women tend to use tag questions more frequently and are likely to 'step down' more in conversations with men.
Quantity: Be as informative as you possibly can and give as much information as needed, and no more.
Quality: Be truthful and don't give information that is false or that isn't supported by evidence.
Relation: Be relevant and say things that are relevant to the conversation.
Manner: Be clear, brief and orderly as you can and avoid obscurity and ambiguity.
3 D's
Deficit
Dominance
Difference
2 C's
Cooperation
Competition
Men tend to me less polite, use more colloquial language, slang and swear words.
Women tend to use tag questions more frequently and are likely to 'step down' more in conversations with men.
Brief Power in Language Lesson Notes (11/9/14)
Instrumental Power:
Power behind discourse. Power in language coming from high social/professional status. For example, the power a teacher has over their pupils.
Influential Power:
Power in discourse. Power asserted through language used. For example, the use of synthetic personalisation in advertisements.
All power in language depends on the context.
Parents have instrumental power over their children however, depending on context, may be more likely to use influential power.
When disciplining their children parents will be more inclined to use imperative syntax "don't do that".
Power behind discourse. Power in language coming from high social/professional status. For example, the power a teacher has over their pupils.
Influential Power:
Power in discourse. Power asserted through language used. For example, the use of synthetic personalisation in advertisements.
All power in language depends on the context.
Parents have instrumental power over their children however, depending on context, may be more likely to use influential power.
When disciplining their children parents will be more inclined to use imperative syntax "don't do that".
Wednesday, 10 September 2014
Game of Thrones Power Analysis (AS work, unfinished)
The text shows straight away that the convesation between the two characters is an unequal encounter by using the line "The cords in the king's neck stood out sharp as swords". This shows that 'Stannis' (The King) has instrumental power due to his position, making the conversation an unequal encounter.
The idea that this conversation is an unequal encounter is reinforced when 'Snow' says "I have a name, Your Grace". Snow calling Stannis 'Your Grace' shows that he respects Stannis' powerful position of King however the line 'I have a name' shows that Snow is not willing to let Stannis have all power over him by telling him to call him by his name.
Stannis shows he does not like this retort from Snow by saying "Snow, was ever a name more ill-omened?" then aslmost threatens Snow by touching his sword hilt. This shows Snow that Stannis is not willing to take his retorts and returns full power in the conversation to Stannis.
The idea that this conversation is an unequal encounter is reinforced when 'Snow' says "I have a name, Your Grace". Snow calling Stannis 'Your Grace' shows that he respects Stannis' powerful position of King however the line 'I have a name' shows that Snow is not willing to let Stannis have all power over him by telling him to call him by his name.
Stannis shows he does not like this retort from Snow by saying "Snow, was ever a name more ill-omened?" then aslmost threatens Snow by touching his sword hilt. This shows Snow that Stannis is not willing to take his retorts and returns full power in the conversation to Stannis.
Monday, 8 September 2014
Horizon
"Language defines us as humans"
Language = ability to transmit thoughts
Babies pick up language with minimal effort
Nature vs Nurture
How we learn to speak is still a mystery
Deb Roy - Cognitive psychologist -> turns house into 24 hour surveillance of his baby "speech-home project".
Captured every moment from birth - 3 years old
Babbles - one word - two words - more complex
Talk to children in positive ways "positive reinforcement"
Parents simplify their speech -> elongate gaps between words
Convergence: adapting language to audience
"Parentese"
At first phonological awareness outdoes semantic awareness
By the time a child is 5 they'll know ~5000 words
As they grow up they learn 3000 words a year
When a child doesn't know a noun they'll use determiners eg. "that's a" "that one"
Voicebox low down in the throat of humans giving us the ability to make a variety of noises
All points towards being born with the ability to pickup and use language without being taught
Noam Chomsky:
Forbidden Experiment = isolated baby
Noam Chomskys "L.A.D" language acquisition device
Language = ability to transmit thoughts
Babies pick up language with minimal effort
Nature vs Nurture
How we learn to speak is still a mystery
Deb Roy - Cognitive psychologist -> turns house into 24 hour surveillance of his baby "speech-home project".
Captured every moment from birth - 3 years old
Babbles - one word - two words - more complex
Talk to children in positive ways "positive reinforcement"
Parents simplify their speech -> elongate gaps between words
Convergence: adapting language to audience
"Parentese"
At first phonological awareness outdoes semantic awareness
By the time a child is 5 they'll know ~5000 words
As they grow up they learn 3000 words a year
When a child doesn't know a noun they'll use determiners eg. "that's a" "that one"
Voicebox low down in the throat of humans giving us the ability to make a variety of noises
All points towards being born with the ability to pickup and use language without being taught
Noam Chomsky:
Forbidden Experiment = isolated baby
Noam Chomskys "L.A.D" language acquisition device
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