dr. m. enamul hoque- components of language
TRANSCRIPT
Dr. Md. Enamul Hoque, EDRC
DR. MD. ENAMUL HOQUEDIRECTOR
E D U C AT I O N A N D D E V E L O P M E N T R E S E A R C H C O U N C I L ( E D R C )D H A KA , B A N G L A D E S H
Components of Language
Definition of Language
Language is a means of communication consisted of sounds, words, symbols, and grammar used by the people in a particular country, region, or group.
It is a system of communication based upon words and the combination of words into sentences.
Language is a set (finite or infinite) of sentences, each finite in length, and constructed out of a finite set of elements (Chomsky, 1957).
Language is a purely human and non-instinctive method of communicating ideas, emotions and desires by means of voluntarily produced symbols (Edward Sapir, 1921).
A language is a system of arbitrary vocal symbols by means of which a social group cooperates (B. Bloch and G. Trager, 1942).
Dr. Md. Enamul Hoque, EDRC
Dr. Md. Enamul Hoque, EDRC
Theories of Language
Behavioristic: Skinner Infant begins with no knowledge of
language, but possesses ability to learn it through reinforcement and imitation
Nativistic or psycholinguistic: Chomsky Child is prewired for language development
and the environment triggers its emergenceInteractionistic: Piaget
Language occurs through fixed developmental stages
Dr. Md. Enamul Hoque, EDRC
Language Components & Skills
Form Phonology Morphology Syntax
Content Semantics
Use Pragmatics
Dr. Md. Enamul Hoque, EDRC
Functionalist Language Theory
Pragmatics
Syntax
Semantics
MorphologyPhonology
Dr. Md. Enamul Hoque, EDRC
Phonology
Study and use of individual sound units in a language and the rules by which they are combined and recombined to create larger language units.
Phonemes are the unit of sound such as /s/ or /b/ , they do not convey meaning.
Phonemes alter meaning of words when combined (e.g., sat to bat).
Dr. Md. Enamul Hoque, EDRC
Phonological Deficits
Frequently appear as articulation disorders. Child omits a consonant: “oo” for you Child substitutes one consonant: “wabbit” for rabbit Discrimination: child hears “go get the nail” instead of
Dr. Md. Enamul Hoque, EDRC
Morphology
Study and use of morphemes, the smallest units of language that have meaning.
A morpheme is a group of sounds that refers to a particular object, idea, or action. Roots can stand alone (e.g., car, teach, tall) Affixes are bound such as prefixes and suffixes
and when attached to root words change the meaning of the words (e.g., cars, teacher, tallest)
Dr. Md. Enamul Hoque, EDRC
Morphological Deficits
Elementary aged: may not use appropriate inflectional endings in their speech (e.g.,“He walk” or “Mommy coat”).
Middle school: lack irregular past tense or irregular plurals (e.g., drived for drove or mans for men).
Be aware of “Black English”: “John cousin” “fifty cent”, or “She work here”.
Dr. Md. Enamul Hoque, EDRC
Syntax
Study of the rules by which words are organized into phrases or sentences in a particular language.
Referred to as the grammar of the language and allows for more complex expression of thoughts and ideas by making references to past and future events.
Dr. Md. Enamul Hoque, EDRC
Syntactic Deficits
Lack the length or syntactic complexity (e.g., “Where Daddy go?”).
Problems comprehending sentences that express relationship between direct or indirect objects.
Difficulty with wh questions.
Dr. Md. Enamul Hoque, EDRC
Semantics
The larger meaning component of language.More than single words, includes complex
use of vocabulary, including structures such as word categories, word relationships, synonyms, antonyms, figurative language, ambiguities, and absurdities.
Dr. Md. Enamul Hoque, EDRC
Semantic Deficits
Limited vocabulary especially in adjectives, adverbs, prepositions, or pronouns.
Longer response time in selecting vocabulary words.
Fail to perceive subtle changes in word meaning: incomplete understanding and misinterpretations.
Figurative language problems.
Dr. Md. Enamul Hoque, EDRC
Pragmatics
Knowledge and ability to use language functionally in social or interactive situations.
Integrates all the other language skills, but also requires knowledge and use of rule governing the use of language in social context.
Dr. Md. Enamul Hoque, EDRC
Pragmatic Deficits
Problems understanding indirect requests (e.g., may say yes when asked “Must you play the piano?”).
May enter conversations in a socially unacceptable fashion or fail to take turns talking.
Difficulty staying on topic.
Dr. Md. Enamul Hoque, EDRC
Preschool and Kindergarten
Difficulty with readiness skills: counting, naming colors, naming the days of the week, and using scissors.
Unable to follow simple directions, follow a story line, or enjoy listening to stories.
May exhibit immature-sounding speech, word finding difficulties, and inability to name common objects.
Dr. Md. Enamul Hoque, EDRC
Elementary Students
Limited ability to identify sounds, analyzing and synthesizing sound sequences and segmenting words.
Problems with temporal and spatial concepts (e.g., before-after, some, few).
Word finding (retrieval) difficulties exist.Problems sounding out and blending
sounds.Problems with expressive and oral
language.
Dr. Md. Enamul Hoque, EDRC
Secondary Students
Tend to be passive learners and lack metacognitive skills.
Problems gaining information from class lectures and textbooks, completing homework, following classroom rules, demonstrating command of knowledge through test taking, expressing thoughts in writing, participating in classroom discussions, and passing competency exams.
Dr. Md. Enamul Hoque, EDRC
Bilingual and Culturally Diverse Students
Assessment should be conducted in the student’s primary language.
Assessment should examine writing, reading, listening, and speaking skills.
Assessments should include both quantitative measures (i.e., formal tests) and qualitative measures (e.g., observations, adapted test instruction, and a language sample).
Dr. Md. Enamul Hoque, EDRC
Formal Language Assessment
Standardized instruments used to compare a student’s performance with pre-established criteria. Clinical Evaluation of Language Fundamentals,
Peabody Picture Voc. Test Screening Tests
Provides general overview in particular area can norm referenced.
Diagnostic Tests Measure one or more specific language
components. See Table 6.3
Dr. Md. Enamul Hoque, EDRC
Informal Assessment
Often used to affirm or refute the results of formal measures.
Determine specific instructional objectives. Use large sample of items and repeated
opportunities for observations.
Dr. Md. Enamul Hoque, EDRC
Informal Tests of Phonology
Analyze student’s production of phonemes in single words. List of all the consonant phonemes + pictures to
depict words containing each phoneme (e.g., picture of a pot for initial /p/, map for final /p/).
Include a comments section to describe the error recorded.
Provide prompts – “Tell me about your weekend for 3-minute sample, count correct and incorrect phonemes.
Dr. Md. Enamul Hoque, EDRC
Informal Test of Morphology
Determine mastery level of each morpheme in a hierarchy (Brown, 1973).
ing: present a picture of girls playing and say “The girls like to play. Here they are ________.” Student adds missing word.
Show a series of 20 action pictures and ask student what they are doing. Accuracy below 90% - morpheme has not been
mastered
Dr. Md. Enamul Hoque, EDRC
Informal Tests of Syntax
Expressive syntax: analyzing student’s spontaneous speech, recording conversation.
Sentence repetition: teacher states a sentence and student repeats it.
Dr. Md. Enamul Hoque, EDRC
Informal Tests of Semantics
Logical relationships, cause-and-effect, and verbal problem solving are difficult to assess.
Verbal opposites: SRA picture cards of 40 pairs of opposites. Student sorts them into opposites.
Word categories: Teacher says a word and student says as many words in the same category.
Semantic relationships: analyzing spontaneous speech while playing or interacting with friends.
Dr. Md. Enamul Hoque, EDRC
Informal Test of Pragmatics
Analyze spontaneous speech through videotape.
Transcribe tape – see figure 6.3Classify pragmatic functionMeasure inappropriate loudness, talking at
inappropriate times, interrupting the speaker, and using indirect requests.
Dr. Md. Enamul Hoque, EDRC
Strategies for Increasing Language Comprehension
Establish eye contact and cue student to listen.
Ask student to repeat directions.Classroom arrangement to reduce
distractions.Use familiar vocabulary when
presenting new concept.Present new concept in as many
modalities.Teach memory strategies (e.g., visual
imagery, clustering and grouping information).
Dr. Md. Enamul Hoque, EDRC
Strategies for Increasing Language Production
React to the content of student’s message, then correct syntax error.
Teach language in various settings.Act as a good language model, have
students imitate what they hear.Comment or elaborate on students’
ideas to provide more information.Use storytelling, role playing, or
charades to improve verbal expression.Use structured language programs that
provide adequate practice.
Dr. Md. Enamul Hoque, EDRC
Students with Mental Retardation
Develop language more slowly, including both receptive & expressive delays
Often don’t use make use of incidental learning opportunities
May have insufficient interactions with children with more skilled language use
Frequently less effective in social communication
Dr. Md. Enamul Hoque, EDRC
Students with Behavior Disorders
May possess age-appropriate skills at phonemic and morphemic level, but have difficulties with syntax, semantics, and pragmatics
Difficulty expressing ideas, feelings, concerns, and needs
Oral language may be contain profanityDifficulty with social communication
Dr. Md. Enamul Hoque, EDRC
Students with Learning Disabilities
Problems understanding or using spoken or written language (definition)
Problems with word retrieval and word choice
Ambiguity and lack of cohesionInefficient decoding of messages presented
by speech of othersUneven language abilities in both school
and social settings