Child's Reading

Within the extract of Tony Ross’ children’s book, ‘I want a cat,’ the lineation of the text helps to allow children to read fluently and expressively. The page begins with a simple, declarative sentence that is spaced singularly upon the line. This clarity will aid the child in reading the sentence, as its punctuation, with the full stop, is reflected in the lineation of the text. But, perhaps, more interestingly, the next three clauses are spaced in a way that allows fluency to be achieved. The lineation means that ‘so’ is at the end of a line and, as this word can be elongated, the child will have more time to read ahead to the next line, without pausing. Another possible explanation for this spacing, is to ensure the third, and final clause, is clearly linked to the previous two clauses. If the text was spaced so that ‘she jumped up on top of the blackboard,’ stood alone, the child may not understand this action is as a result of the teacher shouting in the described in the previous clause. Furthermore, by beginning the third line with the adverb ‘loudly,’ it may mean that the child will stress this word, perhaps with greater volume, which would be appropriate to the meaning of the lexis.  

The child reading from Hairy Maclary from Donaldson’s Dairy, is, evidently, a confident reader, but towards the end of the recording, the reading becomes more disjointed. Although the book uses repetition, there may have been other factors, or elements of the book that cause miscues. In the final page of the book, the child pronounces ‘trotted’ with a ‘sh’ sound at the start. This may be because the word ‘shop’ is underneath ‘trotted,’ and the child’s eyes may have looked to the line beneath. This seems to happen again, as the child says ‘they sniffed at each door,’ which has the first half of one, and the second half of the line below. Overall, the child’s errors may have been caused by performance errors, as the child misremembers the words of the book, due to the repetitive nature of the text.

Little Evie Transcipt Analysis Essay

Introduction

From the transcript it does appear that Evie is already a confident and developed language user, perhaps in the telegraphic stage. Evie thrives in a creative, playful and known environment, able to develop skills currently within her zone of proximal development. Evie shows widely developed social skills, particularly friendly conversational skills, encouraged by a seemingly familiar family figure.

(Perhaps also include disucssion around the observers paradox)

Paragraph 1:
Within the first paragraph I would discuss Nelson’s local topics, predominately focused on nouns to show how Evie, through conversation centred around her environment, is encouraged to develop her spoken language.

An example of this is how Evie’s grandmother uses Evie’s toys to act as a conversational topic, perhaps because it is likely that Evie has a good range of lexis relating to these topics.

Paragraph 2:
Discuss how Evie’s grandmother uses many features of child directed speech to support and encourage Evie towards  a child led discourse, linking this to previous exploration into local topics. This would include discussion around Bruner’s theory of interaction, with positive guidance through modelling and reformulation.

‘We’ll take a picture of tigger,’ – within this quote, Evie’s grandmother expands upon Evie’s utterance (‘picture of tigger’), which gives Evie a complete, grammatically standard form to learn from. This is also an example of positive reinforcement and friendly encouragement, as the Grandmother shows that Evie’s language has clear meaning.   

Paragraph 3:
Paragraph 3 would then further develop Bruner’s interactionalist view by drawing upon Vygotski’s theory of the zone of proximal development, and how it can be expanded through scaffolding. This would then include the grandmother’s prompting and cloaked imperative.

‘How many? Count them’ By the use of both an open, although restricted, interrogative and an imperative that appears to be playful in meaning, may show that Evie’s grandmother is able to exercise her power to encourage Evie’s language use.

‘What’s that?’ Evie’s grandmother uses prompts, like this one, to further encourage Evie to use language within this relaxed, familiar environment.

Paragraph 4:
Within this paragraph I would comment upon power asymmetry within the transcript. As the authority to reward praise and reinforce is usually held by the power participant, it is interesting that, at many points in the transcript, Evie appears to be the most powerful. This could be explored further through the differences between instrumental and influential power, is Evie given power to encourage her to develop language confidently?

‘We want cat in the picture,’ – inclusive pronouns may indicate that the grandmother is reducing the power asymmetry by appearing to be on the same level of status as Evie. This may also be a way for Evie’s grandmother to exercise influential power.   

Paragraph 5:

Within the transcript, we see Evie and her grandmother interacting in an imaginative, creative environment. This may be because the grandmother wants to encourage many uses of language, for example the imaginative function that Halliday theorised.

‘he’s nice and dry’ – by being imaginative with the toys, Evie is able to expand upon her lexical use in a fun, creative way. 

Paragraph 6:
When considering Evie’s confident language, it is important to address her use of non-standard pronunciation and grammatical construction. This would include any virtuous errors within the transcript and, perhaps linking this to a stage of development, i.e. the telegraphic stage.

An example of this would be the multiple variations of pronunciation for the word ‘kangaroo,’ – shows that Evie is still unsure of some lexical pronunciations, but is encouraged towards a more standard form.    

Phonological Development Notes

The Two Main Stages:

1. Learning to articulate consonants, vowels, syllables, words

2. Learning to represent words

0- 3 months:

• Birth cry and then the differentiated cry
• Reflexive sounds - produces a glottal catch and vowels
• Coos and gurgles
• Blowing bubbles - learning muscle control

1 - 2 years:

• Sentence like intonation
• Echolalia - repetition
• Can understand some words if in the correct context
• Want to pair vowels with consonants, eg. dada rather dad

3-4 years

• Mastering a lot of sounds but may replace some sounds with ones that are easier to form, eg. ‘f’ not ‘th’

• Intelligible use of language

Phonological Development Terms:

• Cluster Reduction:
  - delete consonant combinations, e.g. ‘play’ spoken as ‘pay’
• Syllable Reduction
  - The deletion of a syllable from a word containing two or more syllables.
  - The deletion usually occurs in the unstressed syllable.
• Consonant Simplifications (Use a simpler consonant for a more difficult one)

- Fronting: consonants are produced at the front of the mouth are easier than sounds produced further back, e.g. ‘d’ & ‘t’ are easier than ‘g’ or ‘k’, e.g. ‘got’ turns to ‘dot’

- Stopping: sounds that stop airflow are easier than ones that restrict it ‘t’, ‘d’ are easier than ‘s’, ‘z’, ‘sh,’ ‘p’ and ‘b’ are easier than ‘f’ and ‘v’,                  (e.g. ‘foot’ as ‘put’)

- Gliding: replace ‘r’ and ‘l’ with ‘w’ (e.g. ‘rock’ spoken as ‘wo(ck)’)

• Consonant assimilation
  - Make one sound the same as, or similar to, another in the word e.g. ‘dark’ pronounced as ‘guck’)
• Diminutives
  - Morphemes attached to simple words, eg. dog becomes dog-y
  - They imply smallness
• Reduplicated Babbling
• Final Consonant Deletion
  - Leaving of the last consonant eg. stoppin’
• Prevocalic voicing
  - The voicing of an initial voiceless consonant in a word.
• Postvocalic devoicing
  - The devoicing of a final voiced consonant in a word.

Introduction to Language Investigation

An investigation into how the Persuasive Language of Fashion Advertisements has changed from Overt to Covert between the years 1959 and 2013.

Introduction:

For my investigation, I will be exploring the use of implicatures within advertisements from 2013 in comparison with similar advertisements in 1959. I have decided to investigate this as I find the relating aspects of social history very interesting.

Hypotheses

·       Fashion Advertisements from 2013 will be less direct in the way they use language to persuade in comparison to advertisements from 1959.

·       Fashion advertisements from 2013 will be sexist through the use of implicatures, whereas 1959 will be explicitly sexist.

·       From Fairclough’s theory 2013 advertisements will be more dependent upon graphology*¹, which I have considered to be a convert form of persuasion, as the audience must interpret the implied meaning behind the images.

I expect to find that advertisements from 1959 will be more explicit with persuasive techniques. My hypotheses are based around Norman Fairclough’s theory about the informalisation of language, in which he looks at how we, as a society, have moved away from formal language use. I have interpreted this theory to mean that over the 54 years my investigation ranges between, language will be used to imply in 2013, rather than to make formal, explicit statements, which I expect to find in advertisements from 1959.

Contextually, since 1959, women have made significant progress to gain a position of equal opportunity with men and this would coincide with one area of language change I expect find, concerning explicit and implicit forms of sexism. I think that 2013 advertisements will still have sexist undertones, but these will be implied not formally stated. This is because it has become socially unacceptable to be outwardly sexist, but our society is still fundamentally founded upon patriarchal ideology.

^*1 Discourse and Social Change in Society – Norman Fairclough