Changing the way you learn

Identifying Language Function

Sociocognitive process of a language
1. Linguistic functions are superior to the sum of their patterns of development of linguistic structures.
2. "Promising" to do a task is a different function than telling someone that you are going to do the task
3. The "promise" function is very different from the "count" function.
4. Linguistic functions of English are so often overlooked in education and society.
5. Linguistic functions are developed in:
  1. Complexity
  2. Basics
  3. functions that are extended in nature
    1. they form speech acts and extend speech acts
Neuro-Semantic Language Learning Theory
1. All human beings develop the meaning of their environment as they acquire their language learning system
2. Significant relationships that a child possesses about his world are called semantic relationships.
3. Semantic relationships work to connect the child to his world and the child's world to the child's thinking.
4. Early conceptual development expresses the meaning of the child's world to others and in turn the meaning of the world to the child.
5. Semantic relationships work to help the child's development socially and cognitively.
First types of linguistic function?
1. Language represents the thinking of a speaker, it also represents the social and cognitive development of a student
2. For basic semantic relationships, developed for the first time, the cognitive or thoughtful part of the relationship represents what the child does to others or objects.
3. The child is central to the action, so the child is an agent.
4. These social concepts about the child in relation to others are concepts of agency.
Basic semantic relationship (agent + action + object)
1. Babies cannot be separated from surfaces and must learn to sit, crawl, walk, run, etc.
  1. As an extension of the environment, the child literally and physically connects to the surface of the world.v
2. The child's body is physically based on the surface of the object or person that is supporting the child's body weight.
3. As the child cognitively acquires the perceptual patterns of the world's surfaces
  1. the child also responds physically with gross motor movements so that the child's muscles develop strength
  2. coordinación y memoria muscular.
4. The child can physically sit on the surface that connects the child's body to the object or person the child is sitting on.
5. The child's own thinking is shifting from being an extension of others to being separate; from being part of the floor to being able to sit independently.
What does extension mean? What does foundation mean?
1. Each child's motor movement shows the observer what the child is learning.
2. The child learns each motor act as part of the child's Neuro-semantic Language Learning System.
3. The newborn baby learns that he can move away regardless of the ground or surface of a parent or object that touches the child
4. The child learns the parent's language patterns that represent his concepts.
5. The child learns the English sound pattern for the "juice cup" as long as the child is able to receive sensory input and perceptively process the sensory patterns into sound patterns about the things the child sees.
  1. Then the child learns the basic semantic relationships about people or agents, their actions, and their objects.
relationship of language acquisition with social and cognitive development
1. Once a child begins to acquire these basic semantic relationships and can express them with sound patterns,
  1. then the child will begin to expand the language functions of basic relationships.
2. For example, a child may express a basic relationship
  1. "mother's cherries", which needs more refinement so that the listener understands that the child does not want more cherries
  2. the boy wants mum to rake the cherries in the yard
3. When the meaning of a basic semantic relationship expands, then the child develops higher thinking
4. to produce basic semantic relationships, the child cannot verbally point, reach, grasp, shake; but for extended semantic relationships, more linguistic structures should be used
5. The meaning of thought goes beyond the basic single semantic relationship.
Problems with acquiring basic semantic relationships
1. A child who cannot receive sensory input from spoken patterns
  1. or a child who is unable to convert perceptual patterns into concepts
  2. he may not develop concepts easily and therefore will have difficulty acquiring language functions.
2. The lack of language development affects the social and cognitive development of the child just as the lack of social and cognitive development affects the acquisition of language.
Differentiates concrete thinking from preoperative thinking
1. the linguistic functions express more meaning, the cognitive and social development of the speaker or writer also Asincreases.
2. The structural complexity of natural language increases with an increase in the underlying semantics or meaning.
3. From these expressions, it is difficult to know who the dog bit, if the dog is the "who" that is bad, when the dog went to the vet to take the photos, where the dog bit who.
4. The increase in the child's linguistic function comes from the educator who helped the girl to extend the meaning of her ideas through the addition of more meaning to speak with drawing and writing.
5.  Cognitivamente, el niño está mostrando una extensión de la función del lenguaje a través del aumento de la conceptualización.
What is the linguistic function of the extension?
1. For Dexter's statement to work as a successful request for help with his spelling, Dad would be looking up at Dexter and ready to hear what Dexter has to say.
2. Dexter says his expression with proper grammatical structure, vocabulary, and appropriate nation for Dad to hear him and physically hear what Dexter says.
3. 159 / 5000 Resultados de traducción But, because Dad is not ready to hear what Dexter says, Dad responds by stating that he listens to Dexter, but Dad is not accepting the request.
4. Because Dad doesn't accept the expression as a request, the voice act turns into an information statement: Dexter wants help.
5. Instead of Dexter making a request, the voice act is completed as an information statement: Dexter wants help and Dad is busy.

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Identifying Language Function

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	Created by Dago Néstor Ropain Martínez about 3 years ago