Archived

  • Useful grammar exercises

    Log onto: http://www.ucl.ac.uk/internet-grammar/exlist/exlist.htm

  • Social Contexts and Child Language Acquisition

    Read the following two articles from the Daily Telegraph and write about whether you think that children’s changing environment is affecting their language for better or worse. Use evidence from your own investigations and research. Teacher and class notes have been added in CAPITALS. Not on Speaking Terms: Why do many children lack basic language […]

  • Year 13: STUDENT ANSWER JUNE 2007 Question 1 Unit 6 — Child Language Acquisition

    Lexical Choice It appears that Ewan becomes a bit worried that he will cause Holy to drop out of their role play game, due to his aggressive tone. He repeats the proper noun ‘Holly’ in order to grab her attention and says the verb ‘playing’ once again using a declarative where he should be using […]

  • Revision questions for Language Acquisition Unit 6

    1. What are the Assessment Objectives for this subject? Summarise them briefly, and highlight the AO with the most marks.2. What aspects of the systematic framework do you have to use in this exam? Write out a list and say why they are important. 3. Why is it important to study Child Language Acquisition? 4. […]

  • Notes on Child Directed Speeches, Children’s grammar, theories of language acquisition

    Child-directed Speech • “Even four year olds adjust their language when speaking to a two year old. The way that adults talk to babies is similar to the way they talk to dogs. (Hirsh-Pasek and Treiman, 1982) • Child-directed speech aims to: 1. attract and hold the baby’s attention; 2. help the process of breaking […]

  • Exam Essay January 2004 AQA Spec B Unit 6 by HG. MODEL ANSWER

    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 […]

  • Year 13: Language Acquisition � Frank Myszor: Framing questions about language acquisition

    • 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: […]

  • Year 13: Key Terminology Quiz for A2, followed by answers

    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’ […]

  • June 2008 Unit 6 Exam — Child Language Acquisition and Development

    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 […]

  • Year 13: June 2007 St. John’s Wort Language Change Question AQA Spec B English Language — student answer

    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 […]

  • Year 13: Heather and Sarah’s Powerpoint on CLA theories

    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 […]

  • Year 13: Going beyond Chomsky and Skinner in Language Acquisition — Notes and question adapted from Myszor

    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. […]

  • Year 13: Exam question on Language Acquisition

    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 […]

  • Year 13: English Language Revision quiz on Acquisition

    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 […]

  • Child Language Mock Exam Question 2 by FGI/Myszor

    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); […]

  • Halliday’s Functions of Language in the Child Language Acquisition Debate (by Nick Christodoulou)

    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 […]

  • H G response to mock Child Language Acquisition exam question with teacher comments

    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 […]

  • Useful Child Language Acquisition links

    Useful websites on Child Language Acquisition http://www.universalteacher.org.uk/lang/acquisition.htm

  • Quiz questions on Far From The Madding Crowd

    Oak 1. In brief, how does Gabriel Oak’s social position change in this novel from the beginning to the end? 2. What are the most important aspects of Oak’s character? 3. When does Oak come to Bathsheba’s rescue and why? 4. What does Oak warn Bathsheba of? 5. What was Hardy trying to say when […]

  • Romeo and Juliet revision quiz

    Please answer all the quiz questions on Act 1, Act 2, Act 3, Act 4, and Act 5 on this page, checking the answers as you go along. You may use the e-text version of Romeo and Juliet and do a search and find if necessary. http://www.shakespearehelp.com/romeo/main.htm