SPHS-S 110 1nd Edition Lecture 5 Outline of Last Lecture I. What is communicative competence?A. Definition II. Using Language AppropriatelyIII. Communicative CompetenceA. Two types of languageB. ReceptiveC. Expressive IV. Two aspects of communicative competence A. Linguistic aspect B. Pragmatic aspectV. Linguistic aspect and its four partsA. PhonologicalB. GrammaticalC. LexicalD. DiscourseVI. Pragmatic aspect and its four partsA. FunctionalB. Sociolinguistic C. InteractionsD. Cultural VII. Speech RegisterOutline of Current Lecture VIII. Joint Reference and Attention A. Definition B. AbilityC. Sharing attentionIX. Joint attention and language X. Rituals of Infancy/Daily caregiver routinesA. Games and routinesB. Caregiver responsiveness XI. Child directed speechXII. Characteristics of child directed speechXIII. Infant speech perceptionThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.XIV. Recap/Foundations of communicative competence XV. Major Communicative MilestonesXVI. Vocabulary Tract AnatomyXVII. BabblingA. MarginalB. CanonicalC. Variegated Current LectureVIII. Joint Reference and AttentionA. Two or more individuals focus on some external object or event, 6-12 monthsof age (“magic triangle”)B. Requires ability to orient to social partner, coordinate and shift attention between people and object, and share and interpret affect or emotional statesC. Sharing attention: from very early age, human infants are motivated to share interest and attention IX. Joint attention and language- Critical for learning words- Adults provide joint attention cues when speaking- Infants make use of clues- Infant vocabulary acquisition increases when parents follow infants focus of attentionX. Rituals of Infancy/Daily caregiver routines- Feeding, bathing and dressing provide opportunities for learning language- Quantity and quality of input children receive paves the way for later language developmentA. Games and routines: peek-a-boo, ring around the roasy, itsby bitsy spider, highly structured, predictable, conventionalized, turn-taking roles are reversible B. Caregiver responsiveness: language learning is best when adults build on children’s interestXI. Child directed speech- Help infants master language by talking in distinctive style (high pitch)- Children pay attention to melodic features of speech- Words and meanings are irrelevant at this stage- Prepares children for taking part in later language developmentXII. Characteristics of child directed speech- Exaggerated pitch (higher than normal)- Rhythmic, melodic, sing-song- Slower (longer pauses, lengthening of syllables)- Repetition of words- Simplified vocab- Short sentences- Exaggerated facial gestures- Common throughout the world, but not universalXIII. Infant speech perception- Babies learn about language long before they utter their first word- At birth, babies recognize their mother’s voice over strange females- Recognize own language over foreign language- Can remember stories and songs they heard while in utero- Can discriminate between phonemes found in all the world’s language- Biologically prepared to learn language XIV. Recap/Foundation of communicative competence - Biological inheritance- Caregivers attention and sensitivityXV. Major Communicative Milestones- Birth-2 months: prefer human voice, vowel and nasal sounds, different cries for different needs, “aaah”- 4-6 months: first consonant sounds, whispers, squeals, growls, “baba”- 8-12 months: first word- 18-24 months: pointing, simple sentences, vocabulary spurt- 2.5-3 years: complex sentences- 4-5 years: humor, more complex sentences, maintain conversationXVI. Vocabulary Tract Anatomy- Larynx (voice box): at birth, relatively high and different from adults- At 3 months, descends deep into throat, opening pharynx that allows tongue to produce vowels XVII. BabblingA. Marginal: first recognizable consonants, NOT used for communication B. Canonical: consists of reduplicated C-V syllables, NOT used for communication, initially contain sounds from virtually every language, deaf infants rarely produce this babblingC. Variegated: varies use of