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| The meaningful arrangement of sounds. |
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Discrete Sounds that make up works but carry no meaning.
Examples: ee, p, sh. |
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| Learning to read by sounding out phonemes. |
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| Made up of phonemes; the smallest units of meaning in language. |
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| A group of words that when put together function as a single syntactic part of a sentence. |
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| The arrangement of words into sentences as prescribed by a particular language. |
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| The overall rules of the interrelationship between morphemes and syntax that make up a certain language. |
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| The overall rules of the interrelationship between morphemes and syntax that make up a certain language. |
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| Tone inflections, accents, and other aspects of pronunciation that carry meaning. |
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| the way that words are organized. |
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| (Chomsky) the underlying meaning of a group of sentences is the same. |
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| Language Acquisition Device (LAD) |
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| humans have an inborn ability to adopt generative grammar rules of the language that they hear. These rules are then used to make novel sentences. |
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| the over application of grammar rules. "I founded the toy". |
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| generalizing the names of things. (all furry things are "doggies"). |
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| reders to speech without the articles or extra, similar to how it would appear in a telegram, such as "me go". |
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| when a young child uses one word (holophrases) to convey a whole sentence. "Me" may mean "give it to me" |
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| Girls vs Boys in Language Learning |
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| Girls are faster and more accurate with language learning than boys are. (Bilingual = slower) |
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| language, or how a culture says things, influences that culture's perspective. This Whorfian Hypothesis has been used as an argument for the importance of nonsexist language. |
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| children's understanding of grammatical rules develops as they make hypotheses about how syntax works and then self correct with experience. |
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| found that language really begins to develop with the onset of active speech rather than during the first year of only listening. |
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| Black English (Ebonics): found that it had its own complex internal structure. |
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| Lev Vygotsky & Alexander Luria |
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| development of word meanings and found them to be complex and altered by interpersonal experience and abstract thinking. |
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| Studied Semantics(word meanings). Created semantic differential charts, which allowed people to plot the meanings of words on graphs. This indicated that words have similar connotations (implied meanings) for cultures or subcultures. |
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