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| Communication Comepetence |
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| is the knoweldge and implicit awareness that speakers o a language must possess and utilize in order to communicate effectively in their language; ability to effectively alter listeners attitudes beliefs or behavior |
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| smallest individual sound unit of lanuage that can be recognized as distincitely different from another divided into class of vowels and consonants examples v k s o |
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| organs of speech mechanism that produce sounds by interrupting or shaping breath steam or air from vocal fold vibrations lips tongue teeth lower jaw |
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| part of speech mechanism above the vocal folds which includes the pharyngeal oral and nasal cavities |
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| is the normal deviations that toung children make in their speech; the childs simplication of the adult model of speech producation ex bu for blue children eventually develop adult like typical patternof speech production |
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| smallest unit of language that carries meaning |
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| can stand alone like girl sory rock happy play wind |
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| must be attached to a free mopheme to convey meanings s ness ly er ing ed |
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| resuld of free plus bound morphemes |
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| words like girls softly happily played playing player rocker rocked rocks replayed wined |
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| study and rules for how morphemes are put together to form words and or change the meaning of words bridge between phonology and syntax |
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| knowledge related to words words forms and vocabulary of language |
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| a persons total accumulation of words and morphemes ones personal dictionary or list of wrods that one knows and uses |
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| connected communcation through a series of exchanges of ideas ex conversation |
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| set of rules governing use of lang. in context, influenced by roles of listener, intentions of relations and elemtns of environment surrounding, monologue dialogues socialized speech and narriatives |
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is est the object as the shared topic of covo or reference btw parent and infant recognizing the all people involved are talking about the same thing |
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| is the alternating contribution of speaker and listener to a convo or communication act |
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| speech parents used by mothers when talking to a infant and toddler |
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| intentional communication |
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| occurs when an infant deliverately tries to commuicate the infant may not be understood but the efforts is intentional |
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| the combo of the sounds that are accpetable of a lang. ex we know there are not werds in the english lang that begin with ft |
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| are the very 1st sounds a child makes such a crying and burping |
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| are consonatn like sounds infants make when they are content consonants k and g are typically heard |
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| includes both single ba and repetition bababa of consonant vowel sequences |
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| sequences of consonant vowel syllable repetitions such as da da da da da |
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| occurs when infants string together different consonant vowel sequences such as da bi ma |
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| is a type of babbling that has melodic patterns. it may sound like the infant is making an exclamtion or asking a question. it is produced with rhythm stress rate and intonations but lacks true words |
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| ones personal dictionary each word a child learns is added to his lexion/vocabulary |
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| process of sharing into btw 2 or more persons transmission of thought or feeligns from the mind of a speackers to the mind of a listener |
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| socically shared code that used a conventional system of arbitrary symbol to represent ideas about the world that are meaninguful to others who know the same code |
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| is language production or expession of ideas thoughts ideas |
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| org of words sentences of comm meaning there are rules to how we organize words and sentences in oral lang |
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| is lang understanding listening understanding comprehenison |
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| is lang grammar or structire f lang syntax morphology phonology |
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| is language meaning semantics |
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| is social and functional use of lang pragmatics |
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| refers to meanings of wrods phrases etc and word relationship |
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| system for joining of words together to form meaningful and grammatical utterances includes rules of word order |
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| rules and study of speech sound patterns and combo for words |
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| study of smallest meaningul units of lang org of words structures or words |
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| practical use of lang in social interactions study of lang use includes function lang serves in communicating speakers intent alternations in lang forms in different social contexts and org of lang in coversational discourse |
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| physial producation of sounds to comm using neuromuscular control of vocal tract and articulators tongue lips jaw |
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| ease effory rate and continuity of speech |
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| gestures body postures facial expression eye contacy and other nonverbal behaviors used to supplement linguistic communication |
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| mean length of utterance mlu |
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| measure of lang dev average length of a childs utterance as measured in morphemes |
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| is a time when a child acquires a remarkable increase in vocab |
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| is when a child learns a new word but only uses it to refer to a specific object rather than the category of the same object. for ex a child may use the word doggie to refer only to the family pet and not other dogs. child uses word in a more restrcted manner than does an adult |
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| articulation patterns that develop as a child learns the sounds of a lang includes both normal patterns and deviations |
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| overextension or overgerneraliztion |
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| the excessive use of a words. ex when a child leanrs the word juice they might use it to refer to all other liquids |
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| the stage where children begin to learn that written letters have meaning or can make certain sounds to form words. This awearness comes before the child is able to read or write |
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| describes the childs understanding of the form and functions of written lang |
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| phnonlogoical awearness PA |
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| describes a childs understanding of how sounds are put together to nake up speech. the greater a chlds phnonlogoical awearness the better the childs is able to identify specific sounds. PA includes awearness of rhyming sound sequences wording ending |
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| is the ablility to use lang for a variety of comm purposes |
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| relates to the context that is occuring ex while at preschool a child say Miss susan can i have more play dough |
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| refers to objects people events and relationships outside of the context. ex while school, a child talk about what he/she ate for dinner the night before |
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| refers to use use lang wout context cues for supporting meaning. it is the childs ability to talk about and understand events that are not happening and objects not presents (decontextualized lang) |
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| is the progressive changing of syntax as written lang develops |
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| is the progressive increase of vocab in a chlds lexicon and the ablilty to use it |
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