In text E a girl and her father are reading a book together. The girl is 6 years old which means she is in the post telegraphic stage of lexical and semantic development. The are reading the book together at bedtime. This is important in a child's reading development as they like routine and having the same routine will help them to have a healthy progress.
The caregiver in this text plays an important role in the development of the girl's reading. In this text the caregiver is the girl's father. In terms of pragmatics the father uses tag questions to help a turn-taking technique. This is seen when The girls says "we don't eat any meat" and the father replies saying "no, but we like ketchup, don't we", the "don't we" in the statement makes it a tag question. This encourages the girl to engage in conversation using a typical question-answer technique. This supports Bruner's social interactionist theory, that interacting with the child helps them to understand turn taking.
The father also uses recasting to correct the daughter. This is seen when he corrects her saying "portion" as she partly pronounces "port" This supports Goffman's face theory as he is saving face by not discouraging her development in learning to read by saying abruptly " no you are wrong." Also, this makes learning to read less daunting for the daughter as it can b very scary for them and by correctly her in a friendlier way she is encouraged to proceed with reading. The father uses phonology to help recast, he uses intonation; this is when he says "tonight" and puts more emphasis on the "night", he does this because the child asks how to pronounce the word. This could supports Bruner's social interactionist theory, that interacting with the child helps them develop and improve their language.
The girl uses discourse features, such as questions "what's that?" when asking her father what portion means. This shows the girl is trying to engage in her environment by asking questions about it, this links with Halliday's functions of language, heuristic. This also reflects Aitchison's research on network building as she is learning about the meanings of different words in her surroundings.
The child uses incorrect grammar. Such as, abbreviations, this is seen when she says "cos" instead of "because" this shows that the child may have already picked up from her environment, for example she has picked it up from the sociolect. However, on the other hand it could be seen as a phonological mistake. The child may not be able to pronounce the "be" in "because" therefore, she is omitting a consonant cluster. This could support Piaget's, cognitive development theory as her cognitive understanding is more developed than her physical pronunciation. This could reflect Jean Berko's "fish experiment" where the child could understand the word "fish" but kept pronouncing it as "fiss."
Monday, 20 April 2015
Sunday, 12 April 2015
AQA June 2012 past paper- Jess text
Jess is three years old and in text A she is doing a jigsaw puzzle with her mum. Jess and her mother are both at home so the register of the language tends to be more informal and the tone will be more chatty and Jess is in her comfort zone.
The caregiver plays an important role in the text, in this her mother is the caregiver. The mother asks a lot of interrogatives. "where does this one go" and "where's the nurse" this is important to jess' language development as she is trying too negate conversation and tries to show jess how to create questions and a question- answer response. By asking questions, the mother is helping Jess build up network building, for example; by asking Jess "what's that" and Jess replies saying "umbrella" it encourages Jess to think about her surroundings when looking at the picture cards and encourages her to talk. This idea was proposed by Jean aitchison and is called labelling. Also, this can be seen through the mother recasting Jess. Jess answers her mother saying "gloo" and her mother replies by just simply saying "igloo" This links with the face theory proposed by Goffman, this links to the theory as the mother uses recasting to try and avoid telling Jess off for pronouncing the word incorrectly because she is saving face and doesn't want to discourage Jess in her speech.
Jess is in the telegraphic stage. We can see this in text B, as we can see she tries to form sentences and questions; " penguins(.) what's that" this shows that is she is able to structure questions to interact with her mother. This supports Bruner's theory of social interactionist. This supports his idea that turn taking is a way of interacting with children and it helps to educate children on important linguistic features. Here jess could have learnt to form questions from her mother interacting with her through a question-answer response.
Jess is in stage 2 of bellugi's negation stages. This is when she uses the negative word in the correct place but doesn't use an auxiliary, foe example " I not know" this shows that she have some understand of how to use a negative word but her understanding has not quite developed fully yet as she doesn't use an auxiliary.
Jess omits consonant clusters; this is shown when she tries to pronounce "policewomen" and "chocolate" this shows that she finds it harder to pronounce longer syllables. this could support piaget's theory that children have a cognitive understanding of language and how to function the English language, however, their physical pronunciation is not as developed ad their cognitive understanding.
Jess is three years old and in text A she is doing a jigsaw puzzle with her mum. Jess and her mother are both at home so the register of the language tends to be more informal and the tone will be more chatty and Jess is in her comfort zone.
The caregiver plays an important role in the text, in this her mother is the caregiver. The mother asks a lot of interrogatives. "where does this one go" and "where's the nurse" this is important to jess' language development as she is trying too negate conversation and tries to show jess how to create questions and a question- answer response. By asking questions, the mother is helping Jess build up network building, for example; by asking Jess "what's that" and Jess replies saying "umbrella" it encourages Jess to think about her surroundings when looking at the picture cards and encourages her to talk. This idea was proposed by Jean aitchison and is called labelling. Also, this can be seen through the mother recasting Jess. Jess answers her mother saying "gloo" and her mother replies by just simply saying "igloo" This links with the face theory proposed by Goffman, this links to the theory as the mother uses recasting to try and avoid telling Jess off for pronouncing the word incorrectly because she is saving face and doesn't want to discourage Jess in her speech.
Jess is in the telegraphic stage. We can see this in text B, as we can see she tries to form sentences and questions; " penguins(.) what's that" this shows that is she is able to structure questions to interact with her mother. This supports Bruner's theory of social interactionist. This supports his idea that turn taking is a way of interacting with children and it helps to educate children on important linguistic features. Here jess could have learnt to form questions from her mother interacting with her through a question-answer response.
Jess is in stage 2 of bellugi's negation stages. This is when she uses the negative word in the correct place but doesn't use an auxiliary, foe example " I not know" this shows that she have some understand of how to use a negative word but her understanding has not quite developed fully yet as she doesn't use an auxiliary.
Jess omits consonant clusters; this is shown when she tries to pronounce "policewomen" and "chocolate" this shows that she finds it harder to pronounce longer syllables. this could support piaget's theory that children have a cognitive understanding of language and how to function the English language, however, their physical pronunciation is not as developed ad their cognitive understanding.
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