George reading essay

Young readers should be corrected whenever they make a mistake. Evaluate.

The transcript is of George, aged 7, who is reading a book to his mother and its clear to see that the use of Skinner's operant conditioning theory of positive reinforcement is frequently applied throughout. At the beginning of the transcript, after George pauses and seems to become slightly hesitant with the lexis "sandbags" his mother says "sound it out" and he continues to do so in which he successfully says "sandbags. His mother then rewards George with positive reinforcement by saying "well done". However, once again George seems to struggle with the lexis 'sandbags' as he says "sanbags" instead. His mother then uses the breaking down approach and separates the compound word into "sand" "bags" which allows George to echo her language and therefore use the standard form. After George uses the standard form of "sandbags" his mother rewards him after he has struggled by praising him and saying "good boy". The lexis "sandbags" is a compound word and a consonant cluster which is really unusual for George to see which may explain why he had such difficultly with it.

Throughout the transcript Georges mother provides him with a range of strategy's which is a form of scaffolding and a part of Vygotsky's zone of proximal development theory. The first strategy that she provides for him is the phonic approach which she applies and prompts him to "sound it out" after she notices that he is struggling with one of the words in the book. Another strategy that Georges mother suggests and uses is the breaking down approach. After George pronounces the lexis 'sandbags' as "sanbags" his mother begins to break the compound word down and models "sand" and "bags" as separate words and then George follows on by repeating and echoing what she has just said. By using the breaking down approach and the strategy of finding words within words will help George to read independently. 

Another example of when George is corrected by his mother for a mistake made in his language is when after he says "we never" his mothers response is "nooo". This could be seen as a use of negative reinforcement as well as it also providing George with slight scaffolding. By his mothers response being "nooo" she is only highlighting the error that needs to be corrected and allows George to self correct his language himself to "no we need". Towards the end of the transcript Georges mother makes another correction to his language when he says "made" rather than "may". Although because her correction was immediate it preserves the flow of the speech and allows George to continue with the book but at the same time still making him aware of the meaning of the text.#

In conclusion, I strongly believe that young readers should be corrected whenever they make a mistake. This is because it allows them to have a understanding and identity the mistakes that they have made and will allow them to self correct their own mistakes in the future.

Doctor Cathy Barclay 1996 - 7 stages to a child's developing its writing skills

Doctor Cathy Barclay 1996

7 stages to a child's developing its writing skills

Stage 1 - Scribbling stage

Random marks on a page

Writing and scribbles are accompanied by speaking

 

Stage 2 - Mock handwriting stage

Writing + drawings

Produce wavy lines which is their understanding of lineation

Cursive writing

 

Stage 3 - Mock letters

Letters are separate things.

 

Stage 4 - Conventional letters

Usually involves writing the name as the first word.

Child usually puts letters on a page but is able to read it as words.

 

Stage 5 - Invented spelling stage

Child spells in the way they understand the word should be spelt- own way.

 

Stage 6 - Appropriate/phonetic spelling stage

Attach spelling with sounds.

 

Stage 7 - Correct spelling stage

Are able to spell most words.

B.M Kroll 1981 - 4 stages in the development of writing

B.M Kroll 1981

4 stages in the development of writing. 

Stage 1 - Preparatory stage

Masters the basic motor skills needed to write

Learns the basic principles of the spelling system

Stage 2 - Consolidation stage (age up to 6)

Child writes in the same way it speaks

Uses short declarative sentences which include mainly 'and' conjunctions

Incomplete sentences as they don't know how to finish the sentence off

Stage 3 - Differentiation stage (age up to 9)

Child become aware of the difference between speaking and writing

Recognises the different writing styles available

lots of mistakes

Use writing guides and frameworks to structure work

Write to reflect thoughts and feelings

Stage 4 - Integration stage (12+)

Child develops a personal style

Child understands that you can change your style according to audience and purpose

Research (Unfinished)

Who are the most popular children's authors for early years, infants and juniors?

For children aged 0 - 5 years authors such as Janet & Allan Ahlberg, Eric Carle who produced the well known classic "The Very Hungry Caterpillar", Raymond Briggs who published "The snowman" and Rod Campbell are just a few of the most popular. 

For children aged 6 - 8 years authors such as Roald Dahl who produced the classic range of books such as "The BFG", Enid Blyton well known for the famous book "Five on a Treasure Island" and Dick King-Smith are just a few examples of the most popular authors. 

For children aged 9 - 11 years authors such as Michael Morpurgo who produced the well know "Private Peaceful", Jacqueline Wilson and the famous book "The Story of Tracy Beaker", JK Rowling and her book "Harry Potter and the Philosopher's Stone" and Roald Dahl again and a few of the most popular authors.

What are the elements of these books that are successful?

• Using interesting, fun illustrations and artwork
• An enthusiastic story line 
• Teaching simple concepts such as numbers, letters or colors or even teaching diversity, love, manners, and acceptance.
• Using interesting language such as alliterations and poetry as well as incorporating advanced vocabulary

Which books for young children do you remember/love? Why do you remember them?
The books I loved and remember as a child are "The Very Hungry Caterpillar", "Elmer", "Dear Zoo" and "Spot The Dog" collection. These books were full of fun and excited pictures and illustrations. They all had very interesting and different story lines which is why i loved them and kept reading them over and over again. 

How are children taught to read in schools? 


What are the arguments for and against current approaches? synthetic phonics and reading schemes.


What sorts of 'miscues' do young readers make and how are caregivers encouraged to deal with them ?


Bibliography
http://www.booktrust.org.uk/news-and-blogs/news/222/
http://publishingperspectives.com/2012/06/what-makes-a-childrens-book-great-we-have-some-answers/
http://thewritepractice.com/childrens-book/

Imitation and reinforcement are the most crucial tools for children's language acquisition.

Imitation and reinforcement are the most crucial tools for children's language acquisition. Evaluate (30 marks)

1) Discuss the terms 'imitation and reinforcement' and acknowledge that they are important but not the most important

2) Explore patterns of language use and evaluate their relevance to theories and the question

3) Establish other theories and evaluate if they are important/more important with reference to care studies and data

The idea of learning and developing language through both imitation and reinforcement is a part of Skinner's operant conditioning theory as part of using both negative and positive reinforcement; as well as punishment. Imitation is the process of which a child learns language through the copying and echoing of how their caregiver speaks to and around them and reinforcement is when the language used by a child is encouraged making it more likely for them to repeat it. Positive reinforcement is when the child's language has been rewarded, encouraging them to use it again and repeat in the future as its what they are being rewarded for such as praise, echoing and reformulation. Negative reinforcement is when the praise or the reward is removed and not given. By the caregiver modelling the correct use of language to the child without them receiving a reward for the language they used, they will focus on correcting it and preventing the same mistakes that have been made. Skinner believed that children learn language through the environment as well as the consequences of their actions which is where he developed the ideas of positive and negative reinforcement. He also believed that learning would always take place as long as the speech imitation from the child was rewarded consistently. Intimation and reinforcement can be seen as very significant to learning language, although, they may not be the most crucial tools for children language acquisition suggested by the contrasting theories that other theorists believe to be more crucial to the learning and development of language. For example; Piaget's theory, Bruner and Vygotsky.

Both imitation and reinforcement can be found in the first transcript, text A, which is a conversation that took place whilst Tom was mending bikes with his parents. At the beginning of the transcript, Tom says "the bike (.) the dad bike". Tom is aged 2 years and 7 months and is currently in the telegraphic stage meaning that he is able to put together a utterance of three or more words, although Tom seems to get muddled and confused with the order of his words. His mother then responds and corrects him by reformulating the phrase  to the correct term, "dad's bike". This is an example of negative reinforcement as his mother has converted the utterance to standard English to be the appropriate way as it should be spoken. Tom then goes on to imitate and repeat his mothers response when he says, "yeah (.) the dad (.) dad's bike (.) dads bike mum (.) dads bike". Although he has clearly made several false starts, he has recognized that he isn't repeating his mothers response correctly and so he keeps trying until "dad's bike" 
has been modeled and has been successfully imitated. This could also be seen has an example of embedded learning. Further on in the transcript Tom applies his knowledge of the use of correct standard English again when he says, "I need to fix dad's bike (.) go (.) on (.) oh (.) I need to fix dad's bike again". With Tom continuing to apply what he has learnt and using the language he has develop throughout the transcript it proves Skinner's idea that once negative reinforcement has been reinforced the language is unlikely to repeat the same mistakes that have been made previously. This suggests that Skinner's theory has worked as Tom has learnt language through his mothers imitation and her use of negative reinforcement. Another example of positive reinforcement provided his mother is when Tom says, "it make noises" with his mothers response being "it makes noises". By her doing this and correcting Tom's elision and inflection of the missing plural 's' on the end of "makes" she is providing scaffolding. Scaffolding is the support that care givers provide to help children with the process of learning language, this is a part of Vgotsky's theory. Vgotsky's Zone of Proximal Development is the distance between what a child can already do independently and what they can achieve with scaffolding from the caregiver. Piaget's has criticized this theory and process of learning as he believes that children cannot advance their language unless they successfully go through the 4 stages at a certain age.

The second transcript, text B, is a conversation between Tom and his mother whilst he is completing a jigsaw puzzle. Although, noticeably many examples of both imitation and reinforcement can be found throughout the transcript, the majority of them are to reinforce and scaffold Tom's behavior instead of his language. Whilst Tom completes a jigsaw puzzle with his mother, she praises him using positive reinforcement by saying "fantastic" and "well done". Tom clearly understands that he is being rewarded when he puts a piece of the puzzle together currently and so he repeats his twice to gain more positive reinforcement from his mother to encourage him to continue doing what he is already doing. Unlike the imitation and reinforcement given above to Tom's behavior, after tom says "I (.) I killed it (.)
I (.) killed the sh (.) sheep (.) mum (.) yeah" she models his language appropriately as to what he should of said being he "squashed it". Tom then goes on to confirm his mothers response by saying "yeah (.) I squashed it" which shows that he has successfully imitated his mothers language and has understood the appropriate terms he should of used. This is an example of negative reinforcement and also suggests that Skinner's theory has work has Tom has successfully imitated his mothers language and very quickly. 

There are other theories that theorists believe to be the most crucial tools for children's language acquisition than both imitation and reinforcement. One theory would be Piaget's theory, who said and believed that children cannot advance their language unless they successfully go through the 4 stages at a certain age ; sensorimotor, preoperational, concrete operational and formal operational. Tom is currently in the preoperational stage (2-7) as he is of 2 years and 7 months of age. This could explain as to why Tom couldn't correctly count the number of chickens he could see, he says "one (.) two (.) three (.) four (.)" and then repeats the same four numbers as before as he has not yet gone through the concrete operational (7-11) which Piaget said was to be the stage in children gain the ability of numbers. This supports Piaget's theory being that children must go through the four stages before advancing their language. Another theorist is Bruner, who believed and developed the idea that children go though three stages; enactive stage (0-1), the iconic stage (1-6) and the symbolic stage (7 years and older).

In conclusion, imitation and reinforcement can both be important tools for the way in which children learn language by giving them the foundations to develop it further and to use the correct standard English, they may not be the most crucial part for the development and process for children's language acquisition. Therefore, other theorists such as Piaget and Bruner who have their own ideas and theory's could equally be seen as a crucial tools for children's language acquisitions with evidence and cases to support this. I think that different aspects of many theory's can be put together and can all be relevant to the way in which children learn and adapt language.

Comparison of transcripts

In the first transcript Zach is 28 months of age and in the second one he is 41 months old, in this 13 month time gap its noticeable that Zach' language has significantly developed and improved. With his language being very simple and minimal in the first transcript with him only using simple sentences and he would frequently repeat his grammatical errors compared to the second transcript where he doesn't make these errors frequently he seems to be coming to terms with sentence structures and his language is beginning to develop and expand.Throughout both of the transcripts is scaffolding which is an idea developed by Vygotsky. He states that children have a zone of proximal development and there is a gap between what a child already knows and can do and what they can know and do with the help of scaffolding from their care giver. Zach's mother puts this in place and uses it to help him expand his language and the way he develops. Scaffolding if the support that the child care giver provides to help them to learn language which can be done by prompting and asking questions frequently.

Being that Zach is 28 months old in the 'Zachy 2;4 drawing a banana' transcript we would commonly expect to see the telegraphic stage of the child language acquisition but however we are already seeing sings of the multi-word stage. For example, "I got food on the floor" would be evidence in proving that Zach has started to enter the multi-word stage, as we would expect him to be in the telegraphic stage we would expect to see hum using a similar phrase like "got food floor" as an alternative. This contradicts Piaget's theory and idea that children cant advance their language unless they go through the 4 stages and have reached a certain age. 

Looking at Halliday's and Dore's child language functions, ive noticed that throughout the first transcript the function answering (responding to an utterance of another speaker) is more common and apparent as well as him often using the imaginative function. For example "Its got lots of hurt all the way down (.) so i put lots of (0.5) sellotape on it (.) so it could feel better". Compared to in the second transcript where the functions requesting an action and protesting are more frequent. An example of Zach requesting an action is when he says "please can you pick it up","can you do it mummy?" and when he says "we cant (.) we'll just have to wait an wait an wait".

In the time between the first and the second transcript Zach as also developed polite forms which also shows how much is language has developed and is continuing to do so like i stated above, such as "please" and "thank you". Children learn and develop manners from those around them specifically their main care givers which is exactly what has happened in Zach's case. When his mother says "you might need the magic word then" Zach instantly responds with "please" showing he understand what the magic word means and what he is being asked to do. This also shows that his mother formed his understanding of the correct words he must use when he is asking for something, being "please" and using the polite expression "thank you".

Comparing both of the transcripts together Skinner’s operant conditioning theory of positive reinforcement could be applied to both and how Zach's mother is encouraging him to proceed with his language development and to continue repeating what he is doing well. For example, phrases such as "well done”, “very good” are used by his mother to applause him and praise him. By using positive reinforcement in both of the transcripts its helped to enable Zach's use of language to develop and continue to expand to a greater extend. This will ensure that Zach knows what he is doing well and give him that extra boost to continue the way he is doing so. 

Analysis of Zach 2;4 transcript

Analysis of Zach 2;4 transcript 

I have annotated the transcript with several key terms and terminology and I've noticed that Zach uses over-extension by category several times throughout the transcript when he says; Z: "what's this lasagna" H: "It does look a bit like lasagne (.) its bolognaise on some potato" Z: "I don't like bolognay". This is an example of Zach using over extension by category as hes comparing both bolognaise and lasagne together and has noticed the similarities they have such as the fact that they are both a food and of a similar content.

Back channeling is another feature that i have noticed Zach uses in this transcript and an example of this is when he says "/yeah (7)" after his mother says "so it doesn't get sharp?/". Again, another feature that i have analysed within this transcript is adjacency pairs which is when there is an question with a clear answer. One example of this term is when his mother says "what have you eaten today?" with the response from Zach being "bananas". 

I also started to look at the transcript and began to analyse and pick out features from the Halliday and Dore research. Zach uses 'labeling' in this transcript and an example of this is when he says "some biscuits" as he is picking out and naming that particular piece of food that he has eaten. When Zach responds to a question that his mum has just asked him about what happened earlier with his food and says "I got food on the floor" is an example of him 'answering'. An example of when Zach is 'requesting action' is when he asks "where's my little pad gone?" and this is because Zach is requesting assistance from his mum and is wanting help. Zach also uses the function of 'protesting' when he says "I don't like bolognay".

The contextual factors that might affect the language used include age, the environment in which the dialogue is taking place, when it is taking place, gender and social class.

Investigation methodology

Skinner's operant conditioning theory-
In my investigation I will be testing Skinner's operant conditioning theory of the impact that positive reinforcement, negative reinforcement given by the caregiver has on the child.

• Positive reinforcement
• Negative reinforcement

Male, aged 3 - record the caregiver and the child doing 3 different tasks carried out on different days but keeping the contextual factors the same where possible

Skinner says that using positive reinforcement means that the child is more likely to repeat this behavior that they are being praised for or rewarded for In the future. He also says that negative reinforcement being when the praise or the reward is removed and not given will stop the same behavior from happening again. 

Ethicality:
I will gain initial verbal consent from the caregiver to collect the data for my investigation as well as a written form explaining the use of the data I will be collecting and also the participants' right to withdraw their previous permission at any time throughout my investigation. I will also make sure that my recordings do not impact the child's usual activities and that he doesn't feel imposed to do something different to what he is used too by not agreeing to any specific tasks/activities to take place.

Comparability:
Throughout the data that I collect I will ensure that the same care giver and child are used at all times and that all transcripts are recorded in the same home environment each time. I will also collect my data over quite a short period of time of hopefully a week or two as children develop very rapidly and I don't want this to impact my results/data.

Reliability:
I will collect 3 transcripts which i will ensure that they are at least 3 minutes long and to make sure it natural I will record the data when it is least expected and also not making it so noticeable or obvious that i am recording as this could dictate the result due to it affecting what is being said and done throughout all of my recordings.

Theory revision - accent and dialect

Accent and Dialect

• Accent - features of pronunciation (the speech sounds) that show regional and/or social identity
• Dialect - features of lexis and grammar that show the regional or social background of the speaker (your accent is part of your dialect)
• Overt prestige - talking properly/trying to speak and use standard English
• Covert prestige - using your regional dialect and using your dialect for status

Bristolian Accent and Dialect – Beast Clothing. Although the west-country accent is frowned upon by some people due to emphasis on ‘r’s and made-up language, Beast Clothing take pride in these phrases and print them on merchandise like tops and mugs. This has become a very popular business which is seen as inspiring and humorous

Estuary English – This is an accent that is common for using ‘proper English’ but only in certain regions like London as well as Reading and Oxford. Although slang isn’t common within this accent, they still have features to make their accent. For example:

• T-gottaling – t’s are missed out in phrases and lexis
• L-Vocalization – the ‘L’ sounds become ‘w’ sounds
• Vowel Shift (typical for Londoners)

Cockney Dialect – the famous accent for Londoners. They say you can only be a true cockney if you’re born within the sound of the Bow Bells. It was the original code criminals used to trick police officers – but now it’s used all over the country (dialect levelling). They have their own language for some nouns such as:

• Rosie lee means ‘cup of tea’

Although it’s dying down, many dialect phrases of the cockney accent still exist world-wide such as ‘Porky Pies’ meaning ‘lies’. Some main features the cockney accent includes:

• ‘Schwa’ sound – these are more strongly pronounced, e.g ‘DoctA’ instead of ‘Doctor’
• ‘H Dropping’ – removing lexis that starts with H
• My instead of Me – ‘my throat hurts’ > ‘me throat hurts’

Zach and the healing robot

As this conversation is taking place at his home, Zach doesn't have to adapt and change his language to a more formal level compared to if he was at preschool or in a different situation. Also as Zach is having a general conversation with his mother he doesn't really need to think and plan what he is saying, he can just come out with it no matter what it is. This could explain why his speech in less fluent in places and somewhat out of sync. The fact that Zach is making a robot could in theory affect the way he speaks and the language he is using as he is currently focusing directly on his robot. For example when he says "I had to just put the thing in" could suggest that cant think of the correct and appropriate word for 'thing' because he is multitasking and there is to much going on involving his robot that he is making mistakes in his language and getting confused and muddled. This could also explain why his language is less fluent at times.


In both of the conversations in this transcript Zach's mother is the one who sets the agenda by asking him the questions. In the first conversation for example, she asks Zach, "what did you have to do?" with his response being, "I had to (.) just put the thing in (.) and then i had to put the deep buttons on, and then i had to go in". This allows Zach to think about how he made his robot and then explain it to his mother. This is a prime example of scaffolding which is the support that the main care givers provide to help children to learn language. In the second conversation in this transcript his mother sets the agenda again when she asks the interrogative,"ok, how about we have some breakfast (.) while the robot heals". This is an example of his mother trying to encourage and persuade Zach to follow her instructions and to do something else. Zach's response is quite unexpected and unusual as he doesn't want to follow his mothers instructions and therefore doesn't agree with her question, with him saying, "we cant (.) we'll just have to wait an wait an wait". 

In the first transcript we look at "Zachy 2;4 drawing a banana" we seen his language being very simple and minimal with him only using simple sentences where he would repeatedly made grammatical errors such as using "dose" instead of the correct term being "those". Where as in the second transcript he doesn't make these errors and his sentence structures are beginning to develop and expand. An example of Zach using a complex sentence is when he says, "yeah (.) it's gonna be a long time though (.) but we're not gonna have breakfast still". Although he's started to get to grips with sentence structures he often gets his words in the wrong order and end up muddled. This may be because he still yet doesn't understand the tenses and the way things flow, for example when Zach says "is gone right" he's getting confused with using the past tense verb "has" meaning "has gone right" instead of "is gone right".  In this first transcript I also noticed that Zach frequently used overextention by category which is when a word is being used to label a closely related term/thing that falls under the same category. For example Zach uses "lasagna" instead of "bolognaise" as he cant tell the difference and only sees them as the same thing and that they both share similarities. However in the second transcript he doesn't seem to use overextention as part of his language use. I think this is because comparing his age in the first transcript of 2 years 4 months to him being 3 years 5 months in the second transcript its clear to see that his vocabulary has widely developed and he has learnt a vast range of more words.

Throughout this transcript I've picked up on the use of several of the Halliday's and Dore's child language functions. When Zach's mother says "ok, how about we have some breakfast (.) while the robot heals" his response is "we cant (.) we'll just have to wait an wait an wait". This is an example of Dore's function of protesting which is when a child objects a request just like Zach as done and is disagreeing with his mothers question. Also, when he says "Its got lots of hurt all the way down (.) so i put lots of (0.5) sellotape on it (.) so it could feel better" is an example of Halliday's function imaginative which means to explore the imagination. Zach also uses answering and requesting action in this transcript. 

To some extent this date is quite reliable as you have the ability to compare this transcript where he is 3 years 5 months old to the first transcript where he was 2 years 4 months old as it enables you to explore the language that Zach had developed over time and how it has also changed. Although, it could be made more reliable if conversations were to be recording in different environments instead of just at home and perhaps with other people rather than his mother to see how Zach's language possibly changes in those different contextual factors.

Lenneberg's critical period hypothesis

Lenneberg's critical period hypothesis

•      Born September 19, 1921, Düsseldorf, Germany
•      Died May 31, 1975
•      Linguist and Neurologist
•      He believed that children only had a certain about of time to acquire a language and after a certain age the ability to lean language decreases or disappears
•     “Lenneberg's critical period hypothesis states that there are maturational constraints on the time a first language can be acquired”

Genie

•     “Genie the wild child” grown up in severe isolation with virtually no human contact.
•      In Los Angeles November 4^th 1970 Genie’s case was discovered by social workers
•      She was undeveloped physically and emotionally and she would only communicate like an infant and unable to use sentences or words
•      Could hardly walk, she spat, sniffed and clawed
•      Her case was to be used as a way to study the development of human language and behaviour
•      Genie’s case challenges Lenneberg’s theory

https://en.wikipedia.org/wiki/Critical_period_hypothesis

https://www.youtube.com/watch?v=gJ5Vrc4lJmQ

Child Language Acquisition

Stages of CLA

1. Cooing 2 – 4 months; start making comfort sounds to interact with their care givers. Comfort sounds may be grunts or sighs. 

2. Babbling 6 –8 months; begin to use a full range of possible speech sounds even if it hasn’t been heard in their immediate environment. 

3. Holophrastic 12 – 14 months; the words used within this stage aren’t just any words; they will start to use “yes”/”no”, “go” or “bad. But you will never hear them using the words “in”, “the” or “bad”. 

4. Two-word stage 18 – 24 months; use “mini sentence”,  start to use “me” and “you” and some pronouns. 

5. Telegraphic stage 24 – 30 months 

6. Later multiword stage 30+ months
 

http://www.ling.upenn.edu/courses/Fall_1998/ling001/acq.html

http://www.ling.upenn.edu/courses/Fall_2015/ling001/acquisition.html

Halliday's functions of speech and Dore's categories

Halliday's and Dore

There are 6 Halliday's functions of speech which are all a part of the child  language acquisition. The 6 functions are; regulatory, interactional, personal, representational, heuristic, imaginative 

They are all listed below and explained:

– Regulatory: to influence the behavior of others

– Interactional: to develop social relationships and ease the process of interaction

– Personal: to express the personal preferences and identity of the speaker

– Representational: to exchange information

– Heuristic: to learn and explore the environment

– Imaginative: to explore the imagination 

John Dore created an alternative to Hallidays theory of language functions. He focused more on each individuals utterances.

– Labelling: naming a person, object or place

– Repeating: repeating an adult word or utterance

– Answering: responding to an utterance of another speaker

– Requesting action: asking for something to be done for them

– Calling: greeting someones attention

– Greeting: greeting someone

– Protesting: objecting to request from others

– Practising: using language when no adult is present

I started to look at the transcript of Zachy 2;4 and began to analyse and pick out features from the Halliday and Dore research. Zach uses 'labeling' in this transcript and an example of this is when he says "some biscuits" as he is picking out and naming that particular piece of food that he has eaten. When Zach responds to a question that his mum has just asked him about what happened earlier with his food and says "I got food on the floor" is an example of him 'answering'. An example of when Zach is 'requesting action' is when he asks "where's my little pad gone?" and this is because Zach is requesting assistance from his mum and is wanting help. Zach also uses the function of 'protesting' when he says "I don't like bolognay".



http://www.francisgilbert.co.uk/2009/06/hallidays-functions-of-language-in-the-child-language-acquisition-debate-by-nick-christodoulou/

https://quizlet.com/1014569/language-acquisition-flash-cards/ 

Feedback- March mock E

Feedback
Mark- 35/70
Grade- E
Teacher comments: A good effort Chloe, you employ some terminology well. Remember to explore representations in greater detail to reach the higher bands.

Avoid vague expressions
"Adds meaning"
"Adds emphasis"
"Loads of"
"A lot of"

Planning-Try to plan quickly
Intro-GRAMPS X

• Brief 
• Don't use best points

Q1/Q2- Evidence A01

• Be tentative 
• Tell me about what IS there not what ISNT
• Range
• Affordances/constraints (revise word classes)

9-10 marks: clauses, antithesis, visual design, structure and webpage navigation

7-8 marks: noun phrases, address, metaphor, sentence types, semantic fields

5-6 marks: connotations, pronouns, word classes

Q1/Q2: A03

• Must use representation 
• Must mention affordances
• Do not rely on audience/purpose
• Representation of the site
• Self representation 

5 targets: Q1/Q2

• Give more examples
• Need to use representation 
• Must use affordances 
• Include more key terms
• Try to be less vague

Q3-

• 2 or 3 paragraphs in detail
• Do not rely on audience/purpose
• Compare subtle contextual factors
• Don't forget terms/evidence 

Fair Trade Analysis

Fair Trade
The genre of this text is a poster with an formal register. I think that this poster is directed at the college students and the teacher who attend or work St Brendan's and manly those who use café max regularly as it was on a bill board outside the entrance to the café. As this is a poster the mode is written and multimodal as it contains pictures as well as writing. The purpose of this poster is to inform and persuade students to choose fair trade products. And of course the subject is fair trade.


Although the majority of this poster uses an formal register, there are a few points on the poster that is slightly informal. For example 'Choose products that change lives' is a simple sentence that relates to the use of an informal register. As well as this the main headline on the poster also uses a informal register which is 'Make your shopping count for Teresa'. By using simple sentences it makes it more suitable to the audience being college students as Its clear to understand and it also makes it quicker to read if your just passing by.


Another feature that is found within the poster is the use of direct address. Direct address is effective as it is specifically directs the poster to the students and makes it more clearer and more understandable. An example of this is in the phrase 'The power of you'. This emphasises on how much your help can benefit others and that you play a big part in making the organisation do its best. Another example of direct address within this poster is 'Make your shopping count for Teresa'.


Another feature that the poster uses is synthetic personalisation. By using the 2nd person pronouns 'Your' and 'You' it creates an artificial relationship between the text and the audience. The method of synthetic personalisation was created and developed by a man called Norman Fairclough. The idea he thought of was that the lexis 'Your' is a use of the term possessive determiner.  

Grammar

• Grammar Is a language level in the same way that lexis, phonology etc.
• A solid grammatical analysis will allow you to reach the higher bands
• Refers to the underlying structure

Linguistic rank scale-
MORPHEME - WORD - PHRASE - CLAUSE - SENTENCE - TEXT


Morphology/morphemes

• The study of the way words are formed
• A morpheme is NOT a syllable
• The smallest unit of language that we can analyse 

Example:
The word 'apple' has two morphemes
apple=noun
s = plurality
apple = free morpheme

• Free morpheme = meaning in its own right, stands out

+s = bound morpheme

• Bound morpheme = cannot stand alone, much be attached 

A root word can stand alone but a suffix or a prefix much be attached. The term affix can be used for both.


Modal auxiliary verbs

• auxiliary verbs are a 'helper' verb that is attached to a main verb, it shows tense
• a modal auxiliary verb indicates obligation, necessity or certainty

Example: Notice how the last modal verb is a slightly different meaning
-Bristol City should beat Man Utd
-Bristol City will beat Man Utd
-Bristol City might beat Man Utd
-Bristol City must beat Man Utd


Epistemic modality
- possibility, probability, certainty
Deontic modality
- necessity, obligation