THE DIMENSIONS OF HUMAN

COMMUNICATION

Outline of this PowerPoint:**• Brief Intro

• I. Linguistics• II. Communication• III. Speech• IV. Language• V. Language Components• VI. Dialects

I have used some other sources in my lectures for this class:**

• Owens, R.E., Farinella, K.A., & Metz (2015). Introduction to communication disorders: A lifespan evidence-based perspective (5th ed.). Boston: Pearson.

• Justice, L.M., & Redle, E.E. (2014). Communication sciences and disorders: A clinical evidence-based approach (3rd ed.). New Jersey: Pearson Education

• Hulit, L.M., Fahey, K.R., & Howard, M.R. (2015). Born to talk: An introduction to speech and language development (5th ed.). Boston: Allyn & Bacon.

• Owens, R.E. (2014). Language disorders: A functional approach to assessment and intervention (6th ed.). New Jersey: Pearson Education.

• Roseberry-McKibbin, C., & Hegde, M.N. (2016). Advanced review of speech-language pathology: Study guide for PRAXIS and comprehensive examination (4th ed.). Austin, TX: Pro-Ed.

• This is in press, and will be out in late September 2015.

And workshops I have attended for CEUs:**

ASHA 2013, ChicagoASHA Schools Conference Long Beach, 2013• CSHA, 2014, San Francisco• ASHA Schools Conference, Pittsburgh, 7/14• Literacy and iPad apps conference, 3/15• Will be attending 2015 ASHA in Denver and

presenting several papers

Why is all of this information about child language development

important?**

• We need to recgonize what is typical and what is not typical so we can intervene as early as possible in children’s lives

Over 70% of America’s prisoners…

Let’s take a look at a typically developing child and one with a

language disorder**

•Youtube Star Wars according to a 3-year old

Now a child with a language disorder**

• Youtube mixed receptive-expressive language disorder

• Liz Furtado

Turn to each other and note:**

• What are 2-3 differences you noticed in these children?

• What stood out to you about the little boy with the language disorder?

• Please write your answers on the next slide and we will share with the whole class

Differences between the boy and girl:

I. LINGUISTICS**

• Linguistics is the study of language

• We are most concerned with 2 types of linguistics

Sociolinguistics…

Developmental linguistics…

II. COMMUNICATION**• A. Basic Definition

• Exchange of information and ideas, needs, and desires between 2 or more individuals

• What are some ways we communicate with each other?

• Communicative competence: the degree to which the speaker is successful in communicating appropriately and effectively

Communication…

B. Nonlinguistic cues in communication:

C. Paralinguistic Cues in Communication

Consider the differences:** • Mom: “Did you have a good time at school?”

• 4th grader: “Yeah, science was good—we learned about condensation!”

• 4th grader: “Yeah….science was good…..we learned about…..condensation?”

C. Metalinguistic Skills**

• The ability to talk about language, analyze it, think about it, judge it, and see it as an entity separate from its content or out of context

• My 4-year old nephew: “Aunt Celeste, my name ‘Andrew’ doesn’t have a vowel-driven “r.” It’s an “r” blend.”

III. SPEECH

IV. LANGUAGE**• A. Basic Definitions

• Language is defined as a socially shared code or conventional system for representing concepts through the use of arbitrary symbols and rule-governed combinations of those symbols

• (this is Owens’ definition that I will not ask on the exam)

For the exam, please know this definition of language:

For example, the symbol or word is zoo

So the child, ideally, has been to a zoo and develops the concept**

• Then she learns the word zoo that goes with the concept

The child needs to have

• Exposure and experience

• How do children get exposure and experience?

B. 3 Properties of Language

Linguistic competence:**

• A language user’s underlying knowledge about the system of rules

• Cannot be measured directly

• We can only directly measure linguistic performance

Linguistic performance:

Language is generative:

Please write 2-3 sentences or questions using most or all of these words: (you can

add other words as well )

• Texting, friends, I, like, my, Instagram, Facebook, email, parents, fun, work, secret, when, Twitter

V. LANGUAGE COMPONENTS (P. 24 Figure 1.7)

A. Phonology:**• Aspect of language concerned with the rules governing

the structure, distribution, and sequencing of speech sounds and the shape of syllables

• We have the IPA

• English orthography is problematic:

• Bough, thought, rough, though, through

B. Morphology**• Concerned with the internal organization of words

• Words consist of morphemes

• Free morphemes are independent and can stand alone

• Bound morphemes cannot function independently—must be attached to free morphemes

**

Derivational morphemes…

Inflectional morphemes…**• Are suffixes only

• Change the state or increase the precision of the free morpheme

• Things like plural –s, past tense -ed

Please underline the free morphemes and circle the bound morphemes:

• Basically Definition

• Neighbors Decalibrated

• Uninhibited Unkindness

You should have…

The new Common Core State Standards

With one girl, LaShon, a first grade 6-year old…**

We worked with her first grade language arts book

• I would have LaShon read each page, and we would talk about the vocabulary and what it meant, focusing first on comprehension and decoding**

Then we picked out words from the text that had suffixes**

LaShon wrote them on the board and underlined the suffixes**

• She said she thought it was fun!

C. Syntax

D. Semantics—Word Meaning**• 1. World knowledge

Person’s autobiographical and experiential understanding and memory of particular events

• 2. Word knowledge

• Verbal and contains word and symbol definitions

3. Synonyms:**

• Different words that carry similar meanings

• Scared/afraid

• Beautiful/pretty

• Hard/difficult

In therapy for LI (language impaired) students:

4. Antonyms, which are opposites:

E. Pragmatics**• Rules govern conversational interactions

• Social rules of language

As one example of social rules…

Discourse

2 types of speech acts:

Direct speech act:**• Only has one interpretation

• “Please pass the butter.”

Important aspects of pragmatics:

Cooperation principle-4 aspects:

Youtube example:**

• In the following clip from Big Bang Theory (Sheldon and Amy in car with Penny):

• Penny is driving Sheldon to meet Amy for the first time—it is a first date

• What rules of discourse do Sheldon and Amy violate?

VI. DIALECTS**

• Dialects: variations that characterize the languages of a particular group

• Each dialect shares a common set of grammatical rules with the standards language

• Dialects are mutually intelligible

Dialect use is influenced by 5 factors:

The most common American English dialects:**

• Standard American English (textbooks, TV)

• 10 regional dialects (e.g., Southern and Appalacian; these are not on test 1)

• African American English

• Asian English

• Latino English

In sum, today we discussed:**

• Brief Intro

• I. Linguistics• II. Communication• III. Speech• IV. Language• V. Language Components• VI. Dialects