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Mindmap von shirly pava araque, aktualisiert more than 1 year ago
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what is a language function?
- It allows creating a variety of unique cultural identities for learning the human language, such as economic or political
systems and societies, through rules.(Dance, 1985). Las funciones del lenguaje son los procesos sociocognitivos del sistema
de aprendizaje del lenguaje neurosemántico humano.
- Divided into two pieces
- The partner
(social) piece
- The cognitive
piece
- They consist
- It is the way a person thinks.
- It is the way a person uses language to
communicate with other people.
- It is the way a person thinks.
- They consist
- The partner
(social) piece
- Divided into two pieces
- socio-cognitive process of a language
- Are
- They are the functions of language greater than
the sum of their patterns of development of
language structures.
- They are the functions of language greater than
the sum of their patterns of development of
language structures.
- Are
- Language functions
- They usually study the language from a structural perspective. language
represents the thinking of a speaker, language also represents the cognitive
and social development of the student. All conceptual learning is based on
how language works to represent social and cognitive understanding.
- They include
- words, sounds, morphemes, phonemes, sentences, parts
of speech, sentence order, sentence structures and
vocabulary.
- Chapter 2
- Showed that the student can manage his own hierarchy of the sensory system to
create patterns that form systems of concepts or functions of language. Concept
systems reflect what the student is doing socially and cognitively. The student
acquires basic relationships that express social and cognitive meaning.
- Showed that the student can manage his own hierarchy of the sensory system to
create patterns that form systems of concepts or functions of language. Concept
systems reflect what the student is doing socially and cognitively. The student
acquires basic relationships that express social and cognitive meaning.
- Chapter 2
- words, sounds, morphemes, phonemes, sentences, parts
of speech, sentence order, sentence structures and
vocabulary.
- They include
- They usually study the language from a structural perspective. language
represents the thinking of a speaker, language also represents the cognitive
and social development of the student. All conceptual learning is based on
how language works to represent social and cognitive understanding.
- Semantic relations
- Is
- The process by which humans develop the meaning of their environment as they acquire their
language learning system, the basis of language, for all speakers, for all languages, consists in the
meaning of these relationships about people, their actions and their objects within a context or
setting.
- Example
- some of the first concepts a child expresses reflect what the
child knows about what he or she "can do." The child could
say "my bottle" or "me do dat" or "no" to mean "I don't want
that".
- These statements are about the child; what the child can or cannot do or want.
This is understood as, one of the first functions of language is to tell others what
the child understands about his own relationship with the environment (Slobin,
2004).
- These statements are about the child; what the child can or cannot do or want.
This is understood as, one of the first functions of language is to tell others what
the child understands about his own relationship with the environment (Slobin,
2004).
- some of the first concepts a child expresses reflect what the
child knows about what he or she "can do." The child could
say "my bottle" or "me do dat" or "no" to mean "I don't want
that".
- Example
- The process by which humans develop the meaning of their environment as they acquire their
language learning system, the basis of language, for all speakers, for all languages, consists in the
meaning of these relationships about people, their actions and their objects within a context or
setting.
- Agency
- This works
- function to show the child’s cognition or
understanding of what the child does within
the child’s environment. As the child acts on
this cognitive knowledge or “knowing” about
one’s actions
- Example
- Activity: What is agency? For example, the child reaches for
the juice cup and Mom says, “Do you want some more
juice?” The child says, “Me juice.” And Mom assigns
meaning to the child’s act: “Okay, here is some more
cranberry juice.” The infant develops enough meaning
from the sensory
- Activity: What is agency? For example, the child reaches for
the juice cup and Mom says, “Do you want some more
juice?” The child says, “Me juice.” And Mom assigns
meaning to the child’s act: “Okay, here is some more
cranberry juice.” The infant develops enough meaning
from the sensory
- Example
- function to show the child’s cognition or
understanding of what the child does within
the child’s environment. As the child acts on
this cognitive knowledge or “knowing” about
one’s actions
- This works
- Is
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