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Summary OCR A-Level English Language: Child Language Acquisition notes

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All key theorists and general information for the OCR A-Level English Language Child Language Acquisition topic! :)

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  • March 29, 2024
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OCR A-Level English Language: Child Language Acquisition key theories &
information

Theories:

Halliday – the 7 functions of language:

1. Instrumental – to get things done
2. Regulatory – to control others
3. Personal – to express thoughts and opinions
4. Interactional – to form and maintain social relationships
5. Heuristic – to seek knowledge
6. Informative – to convey information
7. Imaginative – to express creative thoughts

Piaget – Cognitive Theory*:

1. Sensorimotor (0-2 years)
 Using senses and actions to discover the world

2. Pre-operational (2-7 years)
 Egocentrism (the child believes that everybody feels and thinks the same way
they do)
 Animism (the child believes that inanimate objects have human feelings and
intentions)
 Inability to distinguish fantasy from reality
 Inability to understand conservation (the idea that a quantity will remain the
same despite adjustment of the container, shape or apparent size)

3. Concrete operational (7-11 years)
 More logical thinking and problem solving with concrete (visual) events
 The idea of conservation is developed

4. Formal operational (11+ years)
 Thinking internally about abstract/theoretical issues

*This theory is not very reliable as Piaget observed only his own children and
undertook interviews with adolescents. No one confirmed his findings or worked with
him

Roger Brown – order of inflections:

 Usually acquired in this order from 20-36 months

1. Ing
2. s (plural)
3. ‘s (possessive)
4. A/the
5. ed
6. s (3rd person singular verb ending)

, 7. Be (primary auxiliary verb)

Ursula Bellugi – stages of using negatives:

1. ‘No’ put at the beginning or end of a sentence
2. ‘No’ put in the middle of a sentence. Modal verbs ‘can’t’ and ‘don’t’ sometimes
used
3. More variety in the tense of modal verbs e.g. ‘didn’t’
4. Uses ‘do not’ correctly

Katherine Nelson – categories for early acquisition:

1. Naming things/people – ball, mummy, dog
2. Actions/events – down, more, up
3. Describing/modifying – dirty, nice, pretty
4. Social words – hi, bye-bye

Katherine Nelson – acquisition of nouns:

 60% of a child’s first words are concrete nouns
 Abstract nouns are not generally used until the ages of 5-7


Leslie Rescorla – categories of overextension:

1. Categorical – confusing a hypernym e.g. ‘fruit’ with a hyponym e.g. ‘banana’
2. Predicate – meaning that relates to absence e.g. saying ‘cat’ when pointing at
the cat’s empty basket
3. Analogical – unrelated objects that share a common feature e.g. being the
same colour

Lenneberg – the Critical Period:

 The idea that there is a ‘critical period’ (ages 0-5) during which children can
learn language
 After this period, language acquisition becomes less successful

Jean Aitchison – stages of acquisition of vocab:

1. Labelling – linking the sounds of words and the objects (lexis)
2. Packaging – understanding a word’s range of meaning (semantics)
3. Network building – grasping the connections between the words (grammar)

Ursula Bellugi – stages of questions:

1. Using intonation
2. Words such as ‘what’, ‘where’ and ‘when’ are used
3. Using ‘can’ and ‘do’ correctly

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