Linguistics Final
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Created by:
lauren_faye10 on May 5, 2011
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68 terms
Terms | Definitions |
|---|---|
 imitation | Example: Adult: He's going out Child: He go out |
| imitation | what children hear is not reciprocated in what they say |
| Recast | the repetition of correction of a child's utterances |
| Recast | Adults provide the correct model by correcting child |
| Recast | Ex. Child: it fall Adult: it fell? |
| Analogy | When a child hears a sentence and uses it as a model to form other sentences |
| analogy | Ex Heard: I painted a red barn Spoken: I painted a blue barn |
| connectionalism | relies in part on behaviorist learning principles such as analogy and reinforcement |
| connectionalism | no grammatical rules are stored anywhere |
| connecitonalism | Ex Play-played dance-danced drink-drank |
| connectionalism | repeated exposure to verb pairs in the input reinforces the connection between them |
| connectionalism | mimicking rule-like behavior |
| innateness hypothesis | children are equipped with an innate sense for language |
| innateness hypothesis | Universal grammar, provides children with a head start |
| innateness hypothesis | child extracts grammar rules from environment, such as word order and movement rules |
| stages of language acquisition | babbling, one word stage, two word stage |
| babbling | early stage- repeated consonant sequences, mama, baba, dada |
| babbling | 12 most frequent consonants in the world's language make up 95% of consonants used in babbling |
| babbling | after the early stages, only sounds in the target language are used |
| first words | children realize words are related to meanings |
| first words | uttereances that contain one word are holophrasic of "whole phrase" because 1 word conveys a more complex message |
| overgeneralization | applying grammar rules in areas they don't apply ("I writed a story"; goed; comed) |
| overgeneralization | shows that children have acquired the regular rules but hasn't yet learned the there ar exceptions |
| overgeneralization | child mixes regular and irregular rules, then figures out irregular rules an applies them foot foots > foot feet brought broughted > brought went |
| two word stage | nomination, notice, recurrence, nonexistence, attribute, possessive, locative, agent , action |
| nomination | consists of "that" plus a noun, that book two word stage |
| notice | hi plus noun, hi book two word stage |
| recurrence | more plus noun, more mile two word stage |
| nonexistence | all gone/no more plus noun, no more juice two word stage |
| attribute | adj plus noun, big train two word stage |
| possessive | noun plus noun, mommy lunch two word stage |
| locative | noun plus noun, sweater chair two word stage |
| locative | verb plus noun, walk street two word stage |
| agent | action noun plus verb, Eve read two word stage |
| action | object verb plus noun, put book two word stage |
| over-regulation | - when learning language, children over-apply rules. - they begin to over apply the rules in language so they begin to make mistakes ex. both my foots hurt. |
| over-regulation | shows that language acquisition isn't completely from imitation, seeing ass over-regulation is used even when children aren't exposed to bad english |
| over-regulation | children treat irregular verbs as and nouns as if they were regular |
| sociolinguistics | the study of linguistics in society |
| sociolinguistics | concerned with how language variation is correlated with social organization |
| dialect | variety of language that is mutuallyintelligible |
| regional dialect | dialect spoken in specific area, brooklyn, boston, texas |
| standard dialect | considered the norm, implicitly accepted and expect, model from news broadcast |
| standard dialect | used in teaching, books, speaking to someone of authority |
| lingua fanca | a language common to speakers of diverse languages that can be used for communication and commerce |
| pidgin | a contact language that blends elements of at least two languages and that emerges when people with different languages need to communicate |
| creole | a language that begins as a pidgin and eventually becomes that native language of a speech community |
| speech registers | styles of speech that are appropriate for different context |
| speech registers | depends on on the context you are in |
| comparative linguistics | deals with how language changes |
| the great vowel shift | A set of regular sound changes affecting the long (tense) vowels of English that took place around the 15th century. Changes account for many of the discrepencies between the pronunciation of English words and their spelling (established before GVS took place) |
| comparative reconstruction | the creation of the original form of an ancestor language on the basis of comparable forms in languages that are descendants. |
| proto-language | a reconstructed pre-historic language that is the ancestor to historic languages |
| cognates | Words that look similar and have the same origin in two languages. |
| regular sound correspondence | u: and au house |
| grimm's law | a sound shift that took place in all the Germanic languages, distinguishing them from the other non-Germanic Indo-European languages |
| endangered language | the language has hope, but within the next century may not by learned by children anymore. is being learned now but probably won't later |
| language death | extinction of a language due to extermination of speakers or language shift |
| [z] | after voiced |
| [s] | after voiceless |
| add [s] | for 3rd person verb "he giggles" |
| contractable copula | fred's cold |
| uncontractable copula | who's cold? fred is. |
| contractable auxiliary | fred's running |
| uncontractable auxiliary | who's running? fred is. |
| deletion | /f:/ is now /f/ |
| addition | there was no /v/ in olde English |
| changing of sounds | /x/ became /k/ elk |
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