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THE DIMENSIONS OF HUMAN COMMUNICATION

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  :**.

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THE DIMENSIONS OF HUMAN COMMUNICATION

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  1. THE DIMENSIONS OF HUMAN COMMUNICATION

  2. Outline of this PowerPoint:** • Brief Intro • I. Linguistics • II. Communication • III. Speech • IV. Language • V. Language Components • VI. Dialects

  3. I have used some other sources in my lectures for this class:** • Fogle, P.T. (2019). Essentials of communication sciences and disorders (2nd ed.). Burlington, MA: Jones & Bartlett. • Moore, B.J., & Montgomery, J.K. (2018). Speech-language pathologists in the public schools: Making a difference for America’s children (3rd ed.). Austin, TX: Pro-Ed.

  4. Roseberry-McKibbin, C. (2018). ** Multicultural students with special language needs: Practical strategies for assessment and intervention (5th ed.). Oceanside, CA: Academic Communication Associates. • Roseberry-McKibbin, C., Hegde, M.N., & Tellis, G. (2019). Advanced review of speech-language pathology: Study guide for PRAXIS and comprehensive examination (5th ed.). Austin, TX: Pro-Ed. • www.proed.inc

  5. 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

  6. Over 70% of America’s prisoners…

  7. Let’s take a look at a typically developing child and one with a language disorder** • YoutubeStar Wars according to a 3-year old

  8. Now a child with a language disorder** • Youtubemixed receptive-expressive language disorder • Liz Furtado

  9. 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

  10. Differences between the boy and girl:

  11. ** • A terrific website with speech and language milestones and therapy materials for kids with communication disorders: • Miss Sullenberger’s Speech Therapy Website

  12. I. LINGUISTICS** • Linguistics is the study of language • We are most concerned with 2 types of linguistics

  13. Sociolinguistics…

  14. Developmental linguistics…

  15. 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

  16. Communication…** • Tool for social action • We are trying to accomplish something 2 parts: speech and language

  17. B. Nonlinguistic cues in communication:** • Gestures • Head and body movement • Eye contact • Facial expression • Body posture • These vary based on culture

  18. C. Paralinguistic Cues in Communication • Pauses • Speed • Intonation (use of pitch) • Stress or emphasis

  19. 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?”

  20. 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.”

  21. III. SPEECH** • Verbal means of communicating • Involves precision in planning and executing specific motor sequences

  22. 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)

  23. For the exam, please know this definition of language:

  24. For example, the symbol or word is zoo

  25. So the child, ideally, has been to a zoo and develops the concept** • Then she learns the word zoo that goes with the concept

  26. The child needs to have** • Exposure and experience

  27. B. 3 Properties of Language

  28. Linguistic competence:** • A language user’s underlying knowledge about the system of rules • Cannot be measured directly • We can only directly measure linguistic performance

  29. Linguistic performance:** • Linguistic knowledge in actual usage • What we observe

  30. Language is generative: ** • Using a finite set of rules and words… • Speakers can generate an infinite number of sentences

  31. 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, parents, fun, work, secret, when, Twitter

  32. V. LANGUAGE COMPONENTS

  33. 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

  34. 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

  35. **

  36. Derivational morphemes…

  37. Inflectional morphemes…** • Are suffixes only • Change the state or increase the precision of the free morpheme • Things like plural –s, past tense -ed

  38. Please underline the free morphemes and circle the bound morphemes: • Basically Definition • Neighbors Decalibrated • Uninhibited Unkindness

  39. You should have…

  40. The Common Core State Standards

  41. With one girl, LaShon, a first grade 6-year old…** We worked with her first grade language arts book

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

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

  44. LaShon wrote them on the board and underlined the suffixes** • She said she thought it was fun! 

  45. C. Syntax** • Form or structure of a sentence • Refers especially to word order • Each sentence needs a noun phrase and a verb phrase

  46. 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

  47. 3. Synonyms:** • Different words that carry similar meanings • Scared/afraid • Beautiful/pretty • Hard/difficult

  48. In therapy for students with language impairment: (LI)

  49. 4. Antonyms, which are opposites:

  50. E. Pragmatics** • Rules govern conversational interactions • Social rules of language

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