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motherese/parentese

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The stylistic changes made by parents when they address younger children.

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Style switching

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The move from one style or register to another. (role-taking characteristics, dialectal variations, amount of pliteness, conversational control).

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Interlanguage

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Is a combination of the L1 and L2 rules, plus ad hoc rules from neither or both languages. It is hybrid.

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Code swithching

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Is the shifting from one language to another within and/or across different utterances. For example, the spanish-speaking storyteller might use English when referring to Anglos and Spanish when referring to Latinos.

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Referential communication

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Is the ability of a speaker to select and verbally identify the attributes of an entity in such a way that the listener can identify the entity accrurately. To succeed, the speaker must be able to determine what information the listener needs, deliver that infrormation in a specific manner. For example, while "He has brown hair" fails to communicate the referent, "The only boy in my history class has brown hair" succeeds.

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Deictics

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Linguistic elements tht must be interpreted from the perspective of the speaker in order to be understood as the speaker inteded. The use of deixis is based on the speaker principle, in which the referential point shifts as speakers change and on the distance principle, in which referents are coded by their distance from the speaker. For example, (I/me, you), (this, that, these, those), (before, after, now and then), (here, there), (come, go)

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Definite and Indefinite Reference

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A mature language user is able to mark specific (definite) and nonspecific (indefinite referents by manipulation of definite (the) and indefinite (a/an) articles. The speaker must consider what the listener knows about the topic under discussion. Children with LI often overuse "The", while Asian American LEP speakers tend to omitt the article "The".

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LEP

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Limited Engish Proficiency

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Conversational cohesion

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How language hangs together. Cohesion can be expressed through syntax and vocabulary. For example, a pronoun or demonstrative, such as (this, that) can refer to the referent, which was identified previously in the conversation.

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Conjoining

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The connection of phrases, clauses, and sentences the use of conjunctions (and, because, if,) is used for cohesion.

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Reference

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Is a linguistic device used continuously in conbersation to keep information flowing an to designate new and old information. Some children with LI, ASD have difficulty marking new and old information.

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Initial Mention

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In initial mention, mature speakers establish mutual reference clearly, especially if the entity mentioned is not present. In addition, referents that are present may be pointed to or handled. Young children tend to rely more ont these nonlinguistic behaviors to establish new referents.

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Following Mention

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Previously identified referents often are moved to the initial position in English sentences and may be referred to by the use of the definite article (the) or a pronoun. For example, "Did you see John at the party?

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Anaphoric Reference

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Referrs to previously cited information. For example "He was so thrilled" is said after someone already mentioned who (he) is.

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Ellipsis

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Is a process in which redundant information is omitted. For example, the response to "What do you want?" is "Cookie," which omits the shared information "I want".

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Conjunctions

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and, then, so , therefore: is a developmental progression of conjunction use in children.

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Communication event

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Can represent an entire conversation or a portion thereof that includes one topic. sometimes more.

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Social Speech

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Speech addressed explicityly to and adapted for a listener.

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Conversational Initiation

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Opening and closing a conversation is one of the pragmatic problems most frequently encountered in children with LI, and most intensly in children with ASD.

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Conversation Initiation Method

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It is best to get a potential listener's attention before initiating a conversation. For example, (eye contact, greetings, use of a variety of openers).

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Frequency and Success Rate of Conversation initiation

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Of interest to an SLP is the density of initiations, or the number of initiations over a given time.

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Topic Initiation

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Can be defined as "the proposition or set of propostitions or subject matter about which the speaker is either providing or requesting new information". For example, (one partner introduces a topic; the other partner agrees to adopt that topic by commenting on it, disagrees by changing the topic, or ends the conversation. Mature speakers identify the topic clearly by name and, if in immediate context, by pointing. Preschool children and those with LI rely more on nonlinguistic cues, pointing, holding or shaking objects.

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Topic Initiation Method

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Identify topic clearly in order to establish mutual regard. Generally, the speaker provides information the listener needs to identify referents and their relationships. Topics are negotiated between speakers, and are based on the shared assumptions of each participant (presupposing). Listener can ask for clarification when they do not understand.

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Frequency and Success Rate of Topic Initiation

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The density and success rate of topic initiation are important. In general, less dominant speakers will introduce fewer topics and will be less successful in having their topics adopted by their partners. Evaluate the the articulation clarity, degree of completeness and form of the topic statement, social adaptation of a child's language style, degree of content relevance to the ongoing activity and to listener interests, use of eye contact and physical proximity.

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Appropriateness In Topics

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An SLP is interested in determining a child's favorite topics and in assessing their appropriateness in context. Some children with LI have only limited topics or perseverate on a few regardless of the context.

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Conversation And Topic Maintenance

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Once a topic is introduced, speakers comment, each sentence reflecting the general discourse topic.

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4 Principles of Conversation & Topic Maintenance

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Stay on topic, be truthful, be brief, and be relevant.

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Contingency

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Relatedness to the preceding utterance.

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Signals of Topic Continuance

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Now, Well, and then, in any case, next.

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Continuants

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Maintain the conversation but add little new information. For example, (yeah, uh-huh, okay). Repetition of a portion of the previous utterance.

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Frequency of Contingency in Topic Maintenance

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Semantically contingent utterances relate to or reflect the meaning of the prior utterance. Thus, a contingent utterance maintains the topic of the previous utterance and adds to it in some way. For example, in response to the utterance, "We went to Captain Jake's for dinner last night," a second speaker might make the contingent remark "Oh, did you enjoy food?"

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Easiest to most Difficult Wh ?'s

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What + b, which, where, who, whose, what + do, When, Why, What happened, how.

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Latency of Contingency

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When a child makes a contingent response, there should be little delay or latency between his or her turn and the preceding speaker's turn. Mature speakers have delays as short as half a second or less.

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Prompt Types

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Standard Focusing phrase with repetition, Model example with related content, Analogous examples, Visualization of relationships, Relevant Comparison Yes/No

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Standard Focusing phrase with repetition ?

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"Listen to the question" Signals the student that a response was in error.

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Model example with related content ?

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Use another adult or child in context to model correct response. Then ask child, same form, new content.

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Analogous examples

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"What are alligators covered with?" If no response, say something like "Seals are covered with fur. What are alligators covered with?"

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Visualization of relationships ?

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"How are an apple and a cookie alike?" If no response. Draw a semantic feature chart, Pg 160 in Owens.

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Relevant Comparison, Yes/No ?

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"What does a hockey player need?" If no response, say something like "Does a hockey player need skates? Yes. Good. What does he need?"

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Utterance types

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Contingent, Noncontingent, Adjacent, Nonadjacent

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Contingent

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The utterance of one speaker is based on the content, form and/or intent of the other speaker.

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Noncontingent

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The utterance of one speaker is not based on that of the other

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Adjacent

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Utterances spoken sequentially by the same speaker.

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Nonadjacent

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Utterances spoken sequentially by different speakers. The utterances may be contingent or noncontingent.

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Utterance Examples for Contingency

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S1 "What do you want for lunch?" S2 Peanut butter. S1 "I hope I don't miss my plane" S2 Don't worry. Every flight is delayed.

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Utterance Example for Noncontingency

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S1 "What do you want for lunch?" S2 Gran'ma gots a new car.

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Utterance Example for Adjacency

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S1 "We went to the zoo. I saw monkeys and elephants. But my favorite part was petting the sheeps."

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Utterance Example for Nonadjacency

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S1 "Here comes the school bus." S2 Yukk, I was hoping he'd get a flat tire (Contingent)

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# of Turns on a Topic

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The SLP is interested in the number of turns taken by a child and a partner on a given topic and in the manner of changing topic. In general, a greater number of turns will occur in an adult-child conversation if the child, rather than the adult, initiates the topic. Below age 3, children rarely maintain a topic for more than two turns. A great increase in turn taking does not happen until mid-elementary school age.

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Subject Matter and Orientation

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Is the content of the topic initiation.

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Outcome

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May be rated as successful or unsuccessful. Success is dependent on the manner of initiation, the subject matter and the form of the initiation.

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Topic Maintenance

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Is analyzed in all turns subsequent to topic initiation. Each turn can be analyzed on the basis of the continuous or discontinuous nature of the turn and and on its informativeness.

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Frequency of Overlap

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Although it may seem counterintuitive, data indicate that, as a group, children with L1 exhibit less simultaneous speech in their conversations.

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Duration of Overlap

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The Adult rules for turn taking state that when an overlap in turns occurs (When two speakers speak at once), one speaker will withdraw. Young children or children with LI May continue to talk or try to out shout their partners. Some children withdraw habitually. The SLP must determine whether the child in question is more likely to withdraw or to continue talking.

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How Signaled?

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Changes in turn are signaled very subtly. A child with LI may miss such signals. Occasionally, such a child will respond only to questions, knowing that in this situation a response is required. Other children lack a basic understanding of the expectation to reply within a conversation. Still others cannot decipher the language code efficiently enough to respond.

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Spontaneous Vs. Listener-Initiated

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An SLP is interested in percentage of conversational repairs that are ither self-or listener-initiated. Usually, listeners signal a breakdown with facial expression, body posture, and/or a contingent query.

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Strategy

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Immature speakers usually respond to listener-initiated requests for repair by restating the previous utterance. Mature speakers usually give additional information or reformulate, rather than repeat the utterance.

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Frequency of Success

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An SLP is interested in how successfully a child identifies breakdowns, repairs them spontaneously, and follows listener requests. For assessment purposes the responses of the listener determine the child's success

Ch.6 language disorders, Owens – Flashcards

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