- Parents converge towards their language, they talk to the child.
- face to face communication/ sense of sight rather than listening
- 18 month they know 50 lexical words, mostly nouns and politeness strategies.
- 18 month old, repeats sames word (phonological)
- nursery nurse and careers uses elongated words
- different intinations
- ontompapheia/ sounding words out
- 2 and a half start of a conversation adjacency pairs
- simples syntax
- career setting the agenda
- nursery rhymes/ children's books
- 3 years old know possessive pro-nouns
- 3/4 years old getting use to tense
- compound syntax (two main clauses to join sentences)
- At the age of 5 the children are more aware of external influences
- 'i was pushed' passive
- 6 year old- grices (sight sequence) used hand jesters
Wednesday 24 September 2014
A02- Stages and theory
Features of spoken language
- Grices maxim
- quantity- where one tries to be as informative as one possibly can, and gives as much information as is needed, and no more.
- quality- where someone tries to be truthful, and does not give information that is false or that is not supported by evidence.
- relation- where one tries to be relevant, and says things that are pertinent to the discussion.
- manner - avoid obscurity of oppression, avoid ambiguity, be brief, and be orderly.
- Halliday functions of speech
- instrumental- When the Person already has power over usually due to authority or law, example would be a teacher in a classroom.
- regulatory- where language is used to tell others what to do.
- interactional- Language used to develop social relationships and ease the process of interaction. Concerned with the phatic dimension of talk.
- personal- Language used to express the personal preferences and identity of the speaker.
- heuristic- Language used to learn and explore the environment.
- imaginative- Language used to explore the imagination
- representational- Language used to exchange information
Thursday 18 September 2014
Stephen Fry- CLA notes
- Kids speak from the age of 2
- same in all languages
- Victor was a child who took part in the forbidden experiment
- vocal cords needed to work
- struggled with language
- Steven Pinker ( mentioned with CLA)
- context is significant
- Children associate context with things they need
- kids play with language ( from story books)
- Rhyming couplets, poetry, sounds
- WUG test- Berko Gleson 1958
- WUG test supports Chomskys LAD theory
- observers paradox
- added 's' to pluralise
- added 'ed' to make it pass tense
- using grammatical rules to pluralise and simplify it
- the amount of language that parents apply for there children is crucial
- actively coaching them it doesn't always work, better learnt in a Natural process
- children use repetition to signify meaning
- language defines our identity
- Phonology
AQA exam past paper transcript january 2013 CLA
Text A
Lou: shall we take your jacket off
Ruby: it's not a jacket it's a coat
Lou: oh (.) sorry (.) shall we take your COAT off then
Ruby: mmm
Lou: are you going to be a bossy boots all morning
Ruby: [nods & laughs] (3.0) what's up wiv Felma
Lou: Thelma [questioning intonation] (1.0) oh (.) she's been a silly girl (1.0) she's been
fighting
Ruby: what did it (.) what what was it (.) em Simba bitted by a dog
Lou: Simba got bitten by a do::g [questioning intonation] oh no is he all right
Ruby: yeh
Lou: yes
Ruby: he's better now
Lou: is he better now (.) the vet looked after him [questioning intonation] (2.0)
Ruby: no we took him to the bets two times but he's better
Lou: he's better [questioning intonation] oh that's good (.) Thelma's getting better
Ruby: Sim (.) Simba
slept on my (2.0) Fergal and Simba slept on my bed
Lou: oh (.) last night [questioning intonation]
Ruby: yeh
Lou: is there room on your bed for two pussy cats and you
Ruby: yes
Lou: is there (.) do they not get (.) do you not get pushed out of bed every night by two big
pussy cats
Ruby: no
Lou: they're almost as big as you your cats (1.0) shall we have some jam on toast
Ruby: yes
Lou: would you like some apple juice as well
Ruby: yes
Lou: what would you like first
Ruby: apple juice
Lou: apple juice (.) a little glass [questioning intonation]
Ruby: yes
Lou: yes (1.0)
Ruby: big girls have glass don't they
Lou: yes (.) big girls have glasses (.) it's all I've got (.) glasses (2.0)
Ruby: grandma has glass and cups
Lou: grandma has glass and cups does she (.) and what do you have at grandma's (1.0)
Ruby: apple juice and orange
Lou: apple juice and orange (.) there we go (.) where are you going to sit to have this (.)
do you want to sit at the table
Ruby: I'll sit (.) I want to sit in the room
Lou: oo:: no (.) not with your apple juice
Ruby: only wiz my toast (2.0)
Lou: sit here and I'll move my things out of the way
Ruby: only in (.) only wiz my toast
Lou: okay (.) there you go (1.0) can you manage
Ruby: Mummy got (3.0) Mummy's moved a bed
Lou: Mummy's moved her bed or your bed [questioning intonation] (2.0)
Ruby: her bed (.)
Lou: right (.) where's she moved it to
Ruby: (3.0) that (.) bit [pointing left]
Lou: that bit [laughs]
Ruby: then the baby's mattress is (.) on that bit [pointing right]
Lou: a::h I see:: (1.0) so Mummy's moved her bed so she can fit the bed in for the baby (.)
you excited about the baby [questioning intonation]
Ruby: (2.0) it's coming after Christmas
Lou: after Christmas (.) is Father Christmas going to bring it
Ruby: no (.) Mummy's made it
Lou: [laughs] Mummy's made it has she (.) she's clever your Mummy isn't she
Ruby: we don't know how she made it cos the books shows us (.) how's it (.) she made it
Lou: oh right (.) has she read the book with you (1.0) or are you getting a book
Ruby: (2.0) we haven't got a book about the baby we getting a book
Lou: are you looking forward to the baby (.) do you want a baby brother or a baby sister
Ruby: (3.0) I want a girl
Lou: a girl (2.0)
Ruby: I want to call it Dora
Lou: [laughs] Dora (.) after Dora the Explorer
Ruby: and when she gets bigger (.) she (.) she can explorer [laughs]
Lou: [laughs] when she gets bigger she can be an explorer
Ruby: no (.) Mum said when we at Sun (.) Sunday dinner (.) she'll be adorable [laughs]
Lou: shall we take your jacket off
Ruby: it's not a jacket it's a coat
Lou: oh (.) sorry (.) shall we take your COAT off then
Ruby: mmm
Lou: are you going to be a bossy boots all morning
Ruby: [nods & laughs] (3.0) what's up wiv Felma
Lou: Thelma [questioning intonation] (1.0) oh (.) she's been a silly girl (1.0) she's been
fighting
Ruby: what did it (.) what what was it (.) em Simba bitted by a dog
Lou: Simba got bitten by a do::g [questioning intonation] oh no is he all right
Ruby: yeh
Lou: yes
Ruby: he's better now
Lou: is he better now (.) the vet looked after him [questioning intonation] (2.0)
Ruby: no we took him to the bets two times but he's better
Lou: he's better [questioning intonation] oh that's good (.) Thelma's getting better
Ruby: Sim (.) Simba
slept on my (2.0) Fergal and Simba slept on my bed
Lou: oh (.) last night [questioning intonation]
Ruby: yeh
Lou: is there room on your bed for two pussy cats and you
Ruby: yes
Lou: is there (.) do they not get (.) do you not get pushed out of bed every night by two big
pussy cats
Ruby: no
Lou: they're almost as big as you your cats (1.0) shall we have some jam on toast
Ruby: yes
Lou: would you like some apple juice as well
Ruby: yes
Lou: what would you like first
Ruby: apple juice
Lou: apple juice (.) a little glass [questioning intonation]
Ruby: yes
Lou: yes (1.0)
Ruby: big girls have glass don't they
Lou: yes (.) big girls have glasses (.) it's all I've got (.) glasses (2.0)
Ruby: grandma has glass and cups
Lou: grandma has glass and cups does she (.) and what do you have at grandma's (1.0)
Ruby: apple juice and orange
Lou: apple juice and orange (.) there we go (.) where are you going to sit to have this (.)
do you want to sit at the table
Ruby: I'll sit (.) I want to sit in the room
Lou: oo:: no (.) not with your apple juice
Ruby: only wiz my toast (2.0)
Lou: sit here and I'll move my things out of the way
Ruby: only in (.) only wiz my toast
Lou: okay (.) there you go (1.0) can you manage
Ruby: Mummy got (3.0) Mummy's moved a bed
Lou: Mummy's moved her bed or your bed [questioning intonation] (2.0)
Ruby: her bed (.)
Lou: right (.) where's she moved it to
Ruby: (3.0) that (.) bit [pointing left]
Lou: that bit [laughs]
Ruby: then the baby's mattress is (.) on that bit [pointing right]
Lou: a::h I see:: (1.0) so Mummy's moved her bed so she can fit the bed in for the baby (.)
you excited about the baby [questioning intonation]
Ruby: (2.0) it's coming after Christmas
Lou: after Christmas (.) is Father Christmas going to bring it
Ruby: no (.) Mummy's made it
Lou: [laughs] Mummy's made it has she (.) she's clever your Mummy isn't she
Ruby: we don't know how she made it cos the books shows us (.) how's it (.) she made it
Lou: oh right (.) has she read the book with you (1.0) or are you getting a book
Ruby: (2.0) we haven't got a book about the baby we getting a book
Lou: are you looking forward to the baby (.) do you want a baby brother or a baby sister
Ruby: (3.0) I want a girl
Lou: a girl (2.0)
Ruby: I want to call it Dora
Lou: [laughs] Dora (.) after Dora the Explorer
Ruby: and when she gets bigger (.) she (.) she can explorer [laughs]
Lou: [laughs] when she gets bigger she can be an explorer
Ruby: no (.) Mum said when we at Sun (.) Sunday dinner (.) she'll be adorable [laughs]
Sunday 14 September 2014
Language and Power
Language and Power
Main theorists
Norman Fairclough- shows that many interactions are ‘unequal encounters’; that language choice is created by certain social ‘power’ situations or ‘power type’ discourse of kinds accepted as ‘normal’ for that kind of encounter, an example would be a manager/worker or doctor/patient conversation (or, in a text, the use of stereotypes or other ideological ideas).
Main theorists
Norman Fairclough- shows that many interactions are ‘unequal encounters’; that language choice is created by certain social ‘power’ situations or ‘power type’ discourse of kinds accepted as ‘normal’ for that kind of encounter, an example would be a manager/worker or doctor/patient conversation (or, in a text, the use of stereotypes or other ideological ideas).
Irving Goffman- shows how politeness and
impoliteness can show or create influence and persuasion. it is usually known as the ‘Face Saving or threatening acts'.
- power behind discourse, context
- power in discourse
- There are two types of power instrumental and influential
- there is a dominant person within the conversation- set the agenda, interrupt, over lapse
- Initiate the conversation
- Set the agenda
- Control the topics
- Reinforce the required behaviour through positive feedback
- Interrupt
- Overlap - See more at: http://revisionworld.com/a2-level-level-revision/english-language/language-and-power#sthash.aDEmYUwt.dpuf
- Initiate the conversation
- Set the agenda
- Control the topics
- Reinforce the required behaviour through positive feedback
- Interrupt
- Overlap - See more at: http://revisionworld.com/a2-level-level-revision/english-language/language-and-power#sthash.aDEmYUwt.dpuf
- Initiate the conversation
- Set the agenda
- Control the topics
- Reinforce the required behaviour through positive feedback
- Interrupt
- Overlap - See more at: http://revisionworld.com/a2-level-level-revision/english-language/language-and-power#sthash.aDEmYUwt.dpuf
- there is a submissive participant- respond rather than intinate, use more of a respectfully form of address, use fillers and vague language
- The lexis used in language and power texts varies: formal, informal, colloquial, slang, jargon, archaic or dialect, Prestige / covert prestige Semantic fields can be very influential. Mood and tone can be very persuasive depending on the text and also Metaphors, puns, irony and other types of figurative language its mainly emotive language.
Thursday 11 September 2014
Language and gender
Language and Gender
Main theorists-
Cheshire 1982- its when the boys tend to use more non-grammatical forms, like ain't, than girls.
Robin Lakoff 1975- This is when the women use hedges and also fillers; tag
questions; apologetic requests, indirect requests, speak less, use fewer
expletives, more intensifiers.
Zimmerman and west 1975- they found that 96% of interruptions were made by men, suggesting male dominance in conversation.
Notes about language and gender
- Positive and negative face theory
- male language is less polite
- females more positive and polite
- Grices maxim ( features of spoken language)
- language change
- 3xD's Deficit, Dominance, Difference
- Language is still patriarchal society
- women co-operate
- men compete
- men are likely to converge
Monday 8 September 2014
Youtube clips CLA
http://www.youtube.com/watch?v=PZatrvNDOiE&feature=related
These link's explain the child language acquisition, many tests and methods have been used to try and discover why and how we learned to speak. In the clip they said language defines us as humans, and the way each individual speaks and how peoples language each other. In the clip it shows that children learn language with minimal effort and learn in a natural process as they grow up through each stage in their life. The clips also talk about certain theorists that have discovered new ways in how we learn to speak, Lenon burg is one theorist, he said that if a child is not surrounded by language for a specific amount of time there language wont develop. In the clip they realise that how we learn to speak is still a mystery.
The main theorists in the clip is Deb Roy who is a scientist and discovered how children speak. Most of the investigations were through speak home projects, as they helped understand more clearly why and how children learn to speak. From doing the investigations and tests they discovered, that the children started with babbling to single words, they also discovered that complex grammatical stages occur as the child grows up. The clip also showed that the parents influence the child a lot, creating positive re-enforcement. Once the child's language is gradually developing the parents start to use longer sentences. In the clip it shows that the parents simplify their speech, elongating the pauses between words. They talk about 'parent convergent' and ' diverge' meaning the child is excluded. They called it 'parentese'. They listen to ontonation with children and animals, at first their phonological awareness out slips their semantic awareness.
http://www.youtube.com/watch?v=UTbI-G42JoY&feature=relmfu
This clip shows and explains the human brain, and which parts are used to help speak and learn, the front part of the brain is where the 'word retrieval' is kept. All of this is pointing towards an innate language meaning its all the mechanics needed to speak. A test is carried out in the clip, a professor who analyses a new born baby, he makes the new born listen to different voices, one was a mother, a voice from a computer and a strangers voice. The investigation discovered that the baby responded mostly to the mothers voice and showed the most interactivity. Facts and figures were also included examples were that sign language is just one of 6000 languages.
http://www.youtube.com/watch?v=UTbI-G42JoY&feature=relmfu
Noam Chomsky is known as the 'god father of linguistics' and uses a language device called 'LAD' this can relate to the research shown in the video clips. The clip talks about sentence, structure, meaning and sounds. This also contains the forbidden experiment which means they isolate the child or animal that they are investigating. Chomsky's
These link's explain the child language acquisition, many tests and methods have been used to try and discover why and how we learned to speak. In the clip they said language defines us as humans, and the way each individual speaks and how peoples language each other. In the clip it shows that children learn language with minimal effort and learn in a natural process as they grow up through each stage in their life. The clips also talk about certain theorists that have discovered new ways in how we learn to speak, Lenon burg is one theorist, he said that if a child is not surrounded by language for a specific amount of time there language wont develop. In the clip they realise that how we learn to speak is still a mystery.
The main theorists in the clip is Deb Roy who is a scientist and discovered how children speak. Most of the investigations were through speak home projects, as they helped understand more clearly why and how children learn to speak. From doing the investigations and tests they discovered, that the children started with babbling to single words, they also discovered that complex grammatical stages occur as the child grows up. The clip also showed that the parents influence the child a lot, creating positive re-enforcement. Once the child's language is gradually developing the parents start to use longer sentences. In the clip it shows that the parents simplify their speech, elongating the pauses between words. They talk about 'parent convergent' and ' diverge' meaning the child is excluded. They called it 'parentese'. They listen to ontonation with children and animals, at first their phonological awareness out slips their semantic awareness.
http://www.youtube.com/watch?v=UTbI-G42JoY&feature=relmfu
This clip shows and explains the human brain, and which parts are used to help speak and learn, the front part of the brain is where the 'word retrieval' is kept. All of this is pointing towards an innate language meaning its all the mechanics needed to speak. A test is carried out in the clip, a professor who analyses a new born baby, he makes the new born listen to different voices, one was a mother, a voice from a computer and a strangers voice. The investigation discovered that the baby responded mostly to the mothers voice and showed the most interactivity. Facts and figures were also included examples were that sign language is just one of 6000 languages.
http://www.youtube.com/watch?v=UTbI-G42JoY&feature=relmfu
Noam Chomsky is known as the 'god father of linguistics' and uses a language device called 'LAD' this can relate to the research shown in the video clips. The clip talks about sentence, structure, meaning and sounds. This also contains the forbidden experiment which means they isolate the child or animal that they are investigating. Chomsky's
Thursday 4 September 2014
English Language lesson 1- Horizon
How we learn to speak
CLA- children language acquisition
why do we talk?
CLA- children language acquisition
why do we talk?
- language defines us as humans
- speak + language distinguishes each other
- sophisticated skill to talk
- children learn language with minimal effort
- learn in a natural process
- Lenon Burg- if a child is not surrounded by language for a specific period of time
- need to be exposed to language
- CLA (Nature-Nurture)
- How we learn to speak is still a mystery
- Deb Roy- scientist (discovered how children speak)
- recorded results from an investigation-Speak home project
- Babbling to single words
- single words
- two words
- complex grammatical stages occur
- way we talk to children, effects on their life ( positive re-enforcement)
- parents simplify their speech
- elongating the pauses between words
- parent convergent
- diverge (excludes child)
- parentese
- listening to ontonation (children, animals)
- at first their phonological awareness out slips their semantic awareness
- as the child's language develops the parents used longer sentences
- by the time a child is 5, they will know 5000 words
- use determiners
- as they grow up they learn 3000 new words
- all of this is pointing towards an innate language ( mechanics to speak)
- Noam Chomsky- god father of linguistics
- sentence, structure, meaning and sounds
- forbidden experiment
- Chomsky's language device- LAD
- born with a blue print for a language
CLA- childrens language acquisition
http://aggslanguage.wordpress.com/child-language-acquisition-revision/
This website talks about the different stages of a humans life, each stage shows how the language develops from stage 1 to the third stage.
This website talks about the different stages of a humans life, each stage shows how the language develops from stage 1 to the third stage.
The guradian website- language
http://www.theguardian.com/education/video/2014/jul/24/are-drugs-the-answer-to-language-learning-video-highlights
This web page is discussing whether drugs are the answer to language learning, it talks about the language use daily and whether drugs can affect how certain people speak.
This web page is discussing whether drugs are the answer to language learning, it talks about the language use daily and whether drugs can affect how certain people speak.
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