Term
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Definition
| The knowledge and implicit awareness that speakers of a language process and utilize to communicate effectively in that language. |
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Term
| Communicative Performance |
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Definition
| Describes a speaker's actual speech behavior |
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Definition
| The normal phonological deviations that young children make in producing specific sounds and words, and thus are context specific. |
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Definition
| The variety of speech appropriate to a particular speech situation. |
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Term
| Intentional Communication |
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Definition
| An infant's attempt at deliverate communication with others. Typically emerges around 9-10 months. |
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Term
| Intersubjective Awareness |
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Definition
| The recognition of when one shares a mental focus on some external object or action with another person. |
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Term
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Definition
| The simultaneous engagement of two or more individuals in mental focus on a single external object or event. |
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Definition
| The combinations of sounds that are acceptable in a language. |
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Term
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Definition
| Consonant-like sounds that infants produce when theya re content. Typically begin by producing /k/ and /g/ sounds. (2-3 months) |
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Term
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Definition
| The very first kinds of sounds infants produce. These include sounds of distress and vegetative sounds produced during feeding. Generally they have no control over the sounds. (0-1 months) |
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Term
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Definition
| A special type of babbling in which infants use the modelic patterns of their native language through a combination of rhythm, rate, stress, and intonation contours. |
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Term
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Definition
| Sequences of canonical consonant-vowel repititions. Ex. da-da-da-da |
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Term
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Definition
Emerges soon after infants being producing canonical babbling at about 9 months. Infants begin to use a wider range of sounds and begin o string together different consonants and vowel sequences.
Ex. da-bi, da-ma |
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Term
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Definition
| Mental dictionary - Each entry is essentially a series of symbols. Comprised of the word, the word's sound, the word's menaing and the word's part of speech |
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Term
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Definition
| MLU - Refers to the average length of children's sentence units, or utterances. Calculated by counting the total number of morphemes in a sample of 50-100 spontaneous utterances and then dividing that number by the total number of utterances. |
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Term
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Definition
| When children use words in a wider set of context than adults would consider appropriate. |
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Term
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Definition
| Children tend to use a new word cautiously at first. They apply newly learned words to specific referents rather than a category of referents |
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Term
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Definition
| A remarkable incrase in the rate of vocabulary acquisition. Also called naming explosion. Usually occurs between 18 and 24 months or when the child knows around 50 words. During, the child learns 7-9 new words per day. |
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Term
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Definition
| The young child's understanding of and sensitivity to the sound unites of oral language, namely, the series of smaller and larger units that make up speech (phonemes, syllables, words) |
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Term
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Definition
| The young child's understanding of the form and functions of written language |
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Term
| Linguistic Aspects of Communicative Competence |
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Definition
| Phonological, grammatical, lexical, and discourse competence. |
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Term
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Definition
| The ability to recognize and prudce the distintive, meaningful sounds of a language, or phonemes |
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Term
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Definition
| The ability to effectively recognize and produce the syntactic and morphological structures of a language. |
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Term
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Definition
| The ability to recognize and prudce the conventional words that the speakers of language uses |
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Term
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Definition
| The ability to relay information to others fluently and coherently |
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| Pragmatic Aspects of Communicative Competence |
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Definition
| Functional, sociolinguistic, interactional, and cultural competence |
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Term
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Definition
| Refers to the ability to communicate for a variety of purposes in a language |
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Term
| Sociolinguistic Competence |
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Definition
| The ability to interpret the social meaning that language conveys and to choose language that is socially appropriate for communicative situations |
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Term
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Definition
| The ability to understand and apply impiclit rules for interaction in various communication situations. Initiating and managing conversations appropriately, using accepted standards for body language, eye contact, and physical proximity |
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Term
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Definition
| The ability to function effectively in cultural contexts, both by interpreting behavior correctly and by behaving in a way that would be considered appropriate by the members of the culture. |
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Term
| Caregiver Responsiveness and Key Indicators |
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Definition
Refers to caregiver's attention and sensitivity to infant's vocalizations and communicative attempts.
1. Waiting and listening - wait expectantl for initiations, use a slow pace to allow for initiations, and listen to allow the child to complete messages.
2. Following the child's lead - responding verbally to the initiation, using animation, and avoiding vague acknowledgements
3. Joining in and playing - build on child's focus of interest and play without dominating.
4. Being face to face - adult physical level by sitting on floor, learning forward, or bending to ward the child when above their level. |
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Term
| Brown's Stages of Language Development |
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Definition
Stage 1 - 18 months - MLU = 1.31 MLU range = .99-1.64 - Single word sentences, uninflected nouns and verbs (ex. mommy, eat)
Stage 2 - 24 months MLU = 1.92 MLU range = 1.47-2.37 - two element sentences, true clauses not present (ex. mommy up)
Stage 3: 30 months MLU = 2.54 MLU Range = 1.97-3.11 - three element sentences, independent clauses emerge (ex. Baby want cookie)
Stage 4 - 36 months MLU = 3.16 MLU Range = 2.47-3.85 - four element sentences, independent clauses continue to emerge (ex. The teacher gave it to me)
Stage 5 - 42 months MLU = 3.78 MLU Range = 2.96-4.60 - Recursive elements predominate
Post Stage 5 - 54 months MLU = 5.02 MLU Range = 3.96-6.08 - Complex syntactic paterns, connecting devisces, subordination and coordination emerge, complement clauses used. |
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Term
| Stages of Vocal Development |
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Definition
1. Phonation Stage (0-1 month) Reflexive sounds
2. Gooing and Cooing Stage (2-3 months)
3. Expansion Stage (4-6 months) Gain more control over the articulators. Begin to manipulate loudness and pitch of voice and to play with sounds.
4. Canonical Babbling (6+ Months)
5. Variegated babbling (9+ months) |
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Term
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Definition
| Birth to 6 months - Infants develop patterns of attending to their social partners,. They learn how to maintain attention within sustained periods of engagement. Caregiver responsiveness is an important feature of the first phase. |
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Term
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Definition
| 6 months to 1 year - Emergence of joint atention, intersubjective awareness, and intentional communication |
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Term
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Definition
| 1 year and beyond - Children transition to using language within communicative interactions with others. Once children are adept at getting attention, they shift to being able to engage socially with others by using language to represent events and objects within the interactions. |
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