Term
| Language Acquisition Device |
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Definition
| The brain's inbuilt capacity to acquire language (Noam Chomsky) |
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| All languages share the principles of grammar despite surface differences such as lexis or phonology (Noam Chomsky) |
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| The variety of sounds increase (for example, children move from cooing to babbling) |
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| The variety of sounds is reduced to the sounds of the main language used |
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| A speech sounds that is produced when the vocal tract is blocked or restricted so that there is audible friction |
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| A sound made without closure or audible friction |
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| A vowel in which there is a perceptible change in quality during a syllable |
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| an invented word that has a consistent meaning |
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| A single word expressing a whole idea (for example a child saying 'sit' to mean 'come and sit with me' |
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| A form (especially a noun)used to address a person (for example, mummy) |
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| A type of word that has an independent 'dictionary' meaning, also called a lexical word |
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| A word whose role is largely or wholly to express a grammatical relationship (For exaple, 'and' or 'the' |
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| Those who believe that child language develops through social interaction with carers |
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| when an behaviour is rewarded, including verbal praise to encourage this behaviour being repeated (links to behaviourist theory) |
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| When an undesirable behaviour is unrewarded or admonished to encourage the child not to repeat it (links to behaviourist theory) |
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| Those who believe that language is acquired through imitation and reinforcement |
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| The alteration of words to make new grammatical forms |
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| Creation of new words by adding prefixes and suffixes |
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| Lexical items that 'point' towards something and place words in contexts (for example, 'I want that spoon) |
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| One that can stand alone as an independent word (for example, apple) |
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| One that cannot stand alone as an independent word but must be attached to another morpheme/word (for example, the 'er' in 'greener' is bound to 'green' |
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| Those who believe that language acquisition is part of a wider development of understanding |
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| syntactic errors made by young children in which a non-standard utterance reveals some understanding, though incomplete, of standard syntax (for example, saying 'runned' instead of 'ran' shows the child understands that 'ed' is often used to put a word into past tense) |
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| An learner's extension of a word meaning or grammatical rule beyond its normal use |
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| The running discourse style of speech used by children where no listener is directly addressed and he talk is focused on the child's activities |
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| Child Directed Speech (CDS) |
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| Any of the various speech patterns used by parents or carers when communication with young children, particuarly infants, usually involving simplified vocabulary, sing-song pitch, repetitive questioning and slow or deliberate tempo |
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| The development of a child's utterance into a longer, more meaningful form |
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| The commenting on, extending and rephrasing of a child's utterance (for example ('can I has biscuit?' to 'May I have a biscuit?') |
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| LASS (Language Acquisition Support System) |
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| This refers to the child's interaction with adults around them and how this supports language development |
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| The awareness that objects continue to exist even when they are no longer visible |
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| The process of transferring a skill from adult to child and then withdrawing the support once it has been mastered |
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| Those who believe that humans have the inbuilt capacity to acquire language |
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