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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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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, Chicago ASHA 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
Let’s take a look at a typically developing child and one with a language disorder** • YoutubeStar Wars according to a 3-year old
Now a child with a language disorder** • Youtubemixed 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
I. LINGUISTICS** • Linguistics is the study of language • We are most concerned with 2 types of 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
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.”
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)
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?
Linguistic competence:** • A language user’s underlying knowledge about the system of rules • Cannot be measured directly • We can only directly measure linguistic performance
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
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
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
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**
LaShon wrote them on the board and underlined the suffixes** • She said she thought it was fun!
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
E. Pragmatics** • Rules govern conversational interactions • Social rules of language
