A-level
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1. The transcript has been set in both a domestic and a child’s play context, and the fact that the speakers involved are of a completely different linguistic capability due to age, makes the interactions all the more interesting. Although the playgroup assistant tries to address the children at the same level, using the same […]
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• MLU – mean length of utterance – Roger brown 1969 Total number of morphemes Number of utterances Stage 1 – 1.1 – 2.0 Stage 2 – 2.0 – 2.5 Stage 3 – 2.5 – 3.0 Stage 4 – 3.0 – 3.5 Stage 5 – 3.5-4.0 Theories and the ages at which they are applicable: […]
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1. What do we mean by the active and passive voices of verbs? Analyse these sentences in this regard. ‘I kicked the boy’. And ‘The boy was kicked by me’. What is the difference in tone and approach?2. What do we mean by the affix, suffix, and prefix of a word? 3. What does ‘amelioration’ […]
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ENGLISH LANGUAGE (SPECIFICATION B) ENB6Unit 6 Language Development Thursday 19 June 2008 1.30pm to 3.30pm For this paper you must have: • the data booklet (enclosed) • a 12-page answer book. Time allowed: 2 hours Instructions • Use black ink or black ball-point pen. • Write the information required on the front of your answer […]
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Audience: Text H appears to be possibly aimed at a doctor or ‘physitian’- description of precise look, smell, touch as well as place to find and when to find it. This information id provided in detail in order to direct the would be doctor to gathering the plant; whereas the website, gives no information as […]
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Behaviourism (B.F. Skinner 1950s-60s) Language is learnt by positive reinforcement (offering a reward for ‘good behaviour’) and negative reinforcement (for ‘inappropriate behaviour’) Language is a particular social behaviour that follows this model. Positive reinforcement can be verbal praise or reassurance, and negative reinforcement could simply be correction. Skinner wanted to apply his theory to all […]
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Many researchers followed up on what Chomsky speculated upon: children’s knowledge of grammatical rules. However, the idea of impoverishment (parents’ language is insufficient) prompted others to look in more detail at language experience, with an emphasis on social circumstances and the language of adults. Two key factors are important: 1. Social or experiential factors 2. […]
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Here is Adam, in the year following his first word combinations at the age of 2 years and 3 months (Pinker, 1994a). The numbers by the transcript indicate his age, so 2;3 means two years, three months and so on. Look carefully at the following changes in his language development, and using the systematic framework […]
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English Language A Level Revision Quiz – key theories Explain what these terms mean which Michael Halliday uses for his taxonomy: Instrumental use of language Regulatory Interactional Personal Representational Heuristic Imaginative What were John Dore’s complaints about Halliday’s taxonomy? He replaced them with: Labelling, repeating, answering, requesting action, calling, greeting, protesting, practising Why is very […]
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Read the following extract very carefully. This transcript is a conversation between Katherine at 27 months and her mother. Consider the aspects of the baby’s speech: ability to use verbs (tenses, tag questions); functions and conversational (pragmatic) skills; use of inflexions; the MLU, the comparing the score with Brown’s stages (see page 3 of Myszor); […]
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Several attempts have been made to catalogue the different functions of language, and to chart child language development in terms of the increasing range of these functions to be found in the growing child’s repertoire. Michael Halliday’s taxonomy is documented below:- Instrumental: Language used to fulfil a need on the part of the speaker. Directly […]
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Read the following extract, and using your knowledge of Skinner, Chomsky, Piaget and Bruner, analyse the interaction between child and mother discussing The Snowman by Raymond Briggs. M is mother, K is Katherine, 2 year old.M: So what’s this book about? K: Snowman M: Mmm. What’s the snowman doing? K: ‘S flying. M: Mmm. Who’s […]
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Useful websites on Child Language Acquisition http://www.universalteacher.org.uk/lang/acquisition.htm
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My answer is a resounding “No!” Several things have made it a lot easier to get an A grade: The Assessment Objectives: if pupils tick the right boxes, they’ll get a good grade Re-takes Less stringent marking. The old English A Level was a difficult exam to get an A grade in. Overwhelmingly, you had to write […]
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‘Oi, you little c**t, why can’t you hurry up you slow coach?’ I heard a mother say to her son last week outside a swimming pool changing rooms. An eight-year-old boy was doing his best to stuff his wet towel into his bag but it wasn’t fast enough. A little later, he started banging a […]