2.2.8
Writing About Spoken Acquisition
Writing About Spoken Acquisition in Your Exam
Writing About Spoken Acquisition in Your Exam
Your knowledge of spoken acquisition can be assessed in a couple of ways:
Mock exam question
Mock exam question
- In your exam, you will be given a question that looks something like this:
- “Children cannot learn through imitation.”
- Referring to Data Set 1 in detail, and to relevant ideas from language study, evaluate this view of children’s language development. (30 marks).
- In addition to the question, you will also get one/two pieces of data.
Come up with a good argument
Come up with a good argument
- Spend 10 minutes reading through and annotating the data for terminology and relevant theories.
- Come up with a line of argument – do you agree with the statement? Remember that your essay is you proving your point, so the data must support your argument.
- Think carefully about which theories best support your argument. A good essay shows careful consideration of the best theorists for the task. A bad essay uses as many theories as it can often without clear relevance to the task.
Quote and explain
Quote and explain
- Quote and explain – all terminology-based claims must be supported with a quotation and any parts of the data you pick out should have its relevance explained (it’s no good saying ‘the child makes many inflectional mistakes’ and leaving it at that – it needs to be evidenced and have a point).
Further exam advice
Further exam advice
- The question is asking you to ‘evaluate’ and so you need to explore ways in which the view can be supported and challenged.
- Always look for patterns and complexities in language use.
- It is essential to bring in as many relevant schools of thought as possible.
- Ingrate key words from the question into your answer.
1Language Levels
1.1Assessment Objectives
1.2Lexis
1.2.1Introduction
1.2.2Common, Proper, Abstract & Concrete Nouns
1.2.3Collective Nouns
1.2.4Adjectives
1.2.5Main, Auxiliary & Copular Verbs
1.2.6Dynamic & Stative Verbs
1.2.7Transitive, Intransitive, Active & Passive Verbs
1.2.8Mood of Verbs
1.2.9Adverbs
1.2.10Personal, Possessive & Reflexive Pronouns
1.2.11Relative & Demonstrative Pronouns
1.2.12Determiners
1.2.13Conjunctions
1.2.14Synonyms, Antonyms & Phonological Features
1.2.15End of Topic Test - Lexis
1.3Grammar
1.4Semantics & Pragmatics
1.5Discourse Structure, Graphology & Orthography
2Language, The Individual & Society
2.1Children’s Language Development
2.2Children's Language Development - Theories
2.3Literacy Development: Reading
3Language Diversity & Change
3.1The Importance of Gendered Language
3.2Social Groups
3.3Occupational Groups
3.4Accents & Dialects
3.5Language Change
Jump to other topics
1Language Levels
1.1Assessment Objectives
1.2Lexis
1.2.1Introduction
1.2.2Common, Proper, Abstract & Concrete Nouns
1.2.3Collective Nouns
1.2.4Adjectives
1.2.5Main, Auxiliary & Copular Verbs
1.2.6Dynamic & Stative Verbs
1.2.7Transitive, Intransitive, Active & Passive Verbs
1.2.8Mood of Verbs
1.2.9Adverbs
1.2.10Personal, Possessive & Reflexive Pronouns
1.2.11Relative & Demonstrative Pronouns
1.2.12Determiners
1.2.13Conjunctions
1.2.14Synonyms, Antonyms & Phonological Features
1.2.15End of Topic Test - Lexis
1.3Grammar
1.4Semantics & Pragmatics
1.5Discourse Structure, Graphology & Orthography
2Language, The Individual & Society
2.1Children’s Language Development
2.2Children's Language Development - Theories
2.3Literacy Development: Reading
3Language Diversity & Change
3.1The Importance of Gendered Language
3.2Social Groups
3.3Occupational Groups
3.4Accents & Dialects
3.5Language Change
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