Explaining the development of communicative competence
(NOTE: P.133, last paragraph,
"Chapter 7"= chapter 1)(p.185 --good summary of chapter)
- What are nature and nurture?
| Part 1 Components of explanations
- What does the behaviorist position say about knowledge of language?
- What does the Piagetian approach say about a special mechanism for
- What does the Chomskyan approach say about a special mechanism for
- Instead of innate linguistic knowledge, what does the Slobin approach
say about how children acquire language?
- What is caretaker speech like?
- What are some possible reasons for caretaker speech?
- How might caretaker speech be useful for acquisition?
- Why can't caretaker speech be necessary for acquisition?
- To what extent does language development seem to depend on cognitive
|Part 2 Explaining the acquisition of morphology
- What does a child have to learn about morphemes?
- What is the "segmentation probem"?
- How might children segment the speech stream?
- What is the gestalt/analytic difference?
- How may languages help a child with segmentation?
- What are Peters' three operating principles for feedback on segmentation?
- What are the two main arguments about the development of grammaticalcategories?
About the development of relational notions?
- Does input determine the order of acquisition of bound morphemes?
- What are Slobin's two types of Operating Principles?
- What's the difference between acquisition strategies and actual (innate)
knowledge of morphology?
Part 3 Explaining early syntactic development
- What factors may trigger the move from the one-word stage to the two-word
- What are perceptual saliency and informational saliency?
- What was pivot-open grammar?
- What important idea came out of Bloom's account of child grammar?
- What are two possible explainations for the frequent omission of subjects
in Two-word utterances?
- What does word order at the two-word stage seem to depend on?
Part 4 Explaining lexical development
- What is the Semantic Feature Hypothesis and what are the three
main problems with it?
- What are thw two basic principles of the Lexical Contrast Theory?
- What is the role of lexical gaps in lexical acquisition?
- How is the notion of prototype relevant to lexical acquisition?
- What is the role of semantic complexity?
- What kind of exposure is necessary for children to figure out what
words mean? How do children get this exposure?
- Are words learned only through attention to semantics?
|Part 5 Explaining later syntactic acquisition
- Are the reasons clear why children's sentences get more complex?
- How do Basic Child Grammar and Universal Grammar (UG)
- What is the main tenet of the Chomskyan approach?
- What are the three main arguments about how input data is insufficient
to account for language acquisition?
- What two kinds of knowledge are thought to be in UG?
- Do we understand how simple sentences are axquired?
- What factors seem to be involved in the acquisition of interrogatives?
- How are cognition and complex syntax related?
- How are input and complex syntax related?
- What is the argument about strategies and structural knowledge
with regard to relative clauses?
- What sort of feedback to children receive for grammatically "incorrect"
- How strong are the arguments against the presence of suntax in early
Part 6 Explaining pragmatic development
- How may adults help children learn conversational skills?
- Is the development of children's abilities to talk about abstract
topics dependent in their cognitive development or on adult input?
- What three kinds of social knowledge are required to become sociolinguistically
- Does the role of explicit teaching for learning prgmatics and for
learning grammar appear to be the same?
Part 7 A model of communication competence
- Try to redraw Figure 20 to better represent the explanation of the
model on p. 186, paragraph 4.
- Try to summarize the example of how the model works with possessive