LanguageLanguage

Rūta ČepulytėRūta ČepulytėPSbnsPSbns0-010-01

ContentContent

LanguageLanguage GrammarGrammar PhonologyPhonology SyntaxSyntax SemanticsSemantics Language development: 4 stagesLanguage development: 4 stages Production of languageProduction of language Language acquisition: 2 approachLanguage acquisition: 2 approacheses to to

language developmentlanguage development ConclusionConclusion

LanguageLanguage

The communication of information The communication of information through symbols arranged according through symbols arranged according to systematic rules.to systematic rules.

GrammarGrammar

The system of rules that determine The system of rules that determine how our thoughts can be expressed.how our thoughts can be expressed.

Major components of language:Major components of language:

PhonologyPhonology

SyntaxSyntax

SemanticsSemantics

PhonologyPhonology

It is the study of the smallest basic It is the study of the smallest basic units of speech, called phonemes, units of speech, called phonemes, that affect meaning, and of the way that affect meaning, and of the way we use those sounds to form words we use those sounds to form words produce meaning.produce meaning.

Example:Example:FFaat t FFaatete

SyntaxSyntax

Ways in which words and phrases Ways in which words and phrases can be combined to form sentences.can be combined to form sentences.

Example: Example:

““John kidnapped the boy”John kidnapped the boy”

““John, the kidnapped boy”John, the kidnapped boy”

““The boy kidnapped John”The boy kidnapped John”

SemanticsSemantics

The rules governing the meaning of The rules governing the meaning of words and sentences.words and sentences.

Example:Example:

““The truck hit Laura”The truck hit Laura”

““Laura was hit by truck”Laura was hit by truck”

Language developmentLanguage development

Babble: meaningless speechlike Babble: meaningless speechlike sounds made by children from sounds made by children from around the age of 3 months through around the age of 3 months through 1 year. 1 year.

Production of languageProduction of language

By age 1By age 1

After the age of 1 yearAfter the age of 1 year

By age 3By age 3

By age 5By age 5

Production of language (2) Production of language (2) By age 1By age 1

By the time children are By the time children are approximately 1 year old, they stop approximately 1 year old, they stop producing sound that are not in the producing sound that are not in the language to which they have been language to which they have been exposed. It is theexposed. It is the short step to the short step to the production of actual words.production of actual words.

After the age of 1 year, children After the age of 1 year, children begin to learn more complicated begin to learn more complicated forms of language.forms of language.

Production of language (3)Production of language (3)After the age of 1 yearAfter the age of 1 year

Production of language (4)Production of language (4)Age by 3Age by 3

Children learn to make plurals by Children learn to make plurals by adding adding s s to nouns and to form the to nouns and to form the past tense by adding past tense by adding –ed –ed to verbs. to verbs.

Production of languageProduction of languageBy age 5By age 5

Children have acquired the basic Children have acquired the basic rules of language.rules of language.

They do not attain a full vocabulary They do not attain a full vocabulary and the ability to comprehend and and the ability to comprehend and use subtle grammatical rules until use subtle grammatical rules until later.later.

Language acquisitionLanguage acquisition

Learning-theory Learning-theory

Innate processesInnate processes

(Nativist Approach)(Nativist Approach)

Learning theory approach Learning theory approach (to language development)(to language development)

The theory suggesting that language The theory suggesting that language acquisition follows the principles of acquisition follows the principles of reinforcement and conditioning.reinforcement and conditioning.

Nativist approach Nativist approach (to language development)(to language development)

The theory that a genetically The theory that a genetically determined, innate mechanism determined, innate mechanism directs language development.directs language development.

ConclusionConclusion

To use of language is an important To use of language is an important cognitive ability, one that is not only cognitive ability, one that is not only

indispensable for indispensable for peoplepeople to to communicate with one another, but communicate with one another, but also closely tied to the very way in also closely tied to the very way in

which people think about and which people think about and understand the world. understand the world.

Language is a tool built Language is a tool built for use by humans, just for use by humans, just as is a pair of scissors. as is a pair of scissors.

Scissors take the Scissors take the manipulating abilities manipulating abilities of human hands and of human hands and

use them to produce a use them to produce a skill that normally skill that normally

could not be done by a could not be done by a human being: namely human being: namely

cutting a fairly straight cutting a fairly straight line through a piece of line through a piece of

paper.paper.

ReferencesReferences Robert S. Feldman “Understanding Psychology” 9Robert S. Feldman “Understanding Psychology” 9thth edition edition http://www.duke.edu/~pk10/language/psych.htmhttp://www.duke.edu/~pk10/language/psych.htm

[2010.11.10][2010.11.10] http://www.google.lt/images?hl=lt&q=language&psj=1&umhttp://www.google.lt/images?hl=lt&q=language&psj=1&um

=1&ie=UTF-8&source=og&sa=N&tab=wi&biw=1280&bih==1&ie=UTF-8&source=og&sa=N&tab=wi&biw=1280&bih=620620

[[2010.12.012010.12.01]] http://www.google.lt/images?um=1&hl=lt&biw=1280&bih=http://www.google.lt/images?um=1&hl=lt&biw=1280&bih=

620&tbs=isch%3A1&sa=1&q=words&aq=f&aqi=&aql=&oq620&tbs=isch%3A1&sa=1&q=words&aq=f&aqi=&aql=&oq=&gs_rfai=&gs_rfai==

[2010.12.01][2010.12.01]