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Gender and language
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Language Development
When it comes to the effects of gender on language development, one of the most frequently asked questions is: do males and females develop language differently? Studies have shown both similarities and differences between male and female language development. Apel and Masterson (2001) explain that both genders acquire language skills along the same timeline and that both become active, engaging conversationalists. Although research has shown both similarities and differences in language development, pertaining to gender, a major influencing factor has come from parents. Observations have shown that during the different stages of language development, parents tend to use different types of language with males than with females, which continually affect an individual throughout his or her entire life.
As the development of sounds and speech begin, we can first a take look at infant developmental stages. The first stage is the phonation stage where some vocalizations are made similar to syllabic nasal sounds. The second stage is the coo and goo stage. In this area, sounds that are being produced are similar to back vowels, consonant-vowels, and vowel consonant syllables (ie: velars). The third stage is one that is the exploration and expansion stage. In this stage, we are able to see productions that are considered more of a sequence that involve consonant-vowel and vowel-consonant shapes. The fourth stage is the canonical babbling stage. During this stage, the production of velars seems to decrease a little, where as the production of alveolars and bilabials increase. The last stage is the variegated babbling stage. In this stage, the child’s production of speech begins to sounds more like the way, whic...
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...s having articulator-motor problems or phonological problems.
Conclusion
Research has shown both similarities and differences between male and female language development. When is comes to the effects on language development, studies showed that mothers, fathers, and peers, all share some amount of impact on the way in which the child’s language develops. The male and female genders have an effect on different areas of language development. Areas such as style, language, and communication are often affected, as well as how opposite sexes of adults interact with one another. Therefore, how parents or caregivers interact with his or her children essentially makes or brakes how that individual communicates. Research has shown that during the different stages of language development gender had played a role in effecting the language development of a child.
How do children learn to be men or women? Penelope Eckert is a professor of linguistics and anthropology at Stanford University, and Sally McConnell-Ginet is a professor of linguistics at Cornell University. They wrote an article “Learning to Be Gendered,” published in 2013 in the book “Language and Gender.” The authors argue that society has many ways to shape children’s gender by their behaviors since their birth. Eckert and Ginet show to the readers that the parent teaches their child’s behavior.
In her essay titled “It Begins at the Beginning”, professor of linguistics Deborah Tannen describes how girls’ and boys’ communication and language patterns differ from an early age. Tannen’s essay, which is adapted from her book titled You Just Don’t Understand, she states that in the world of communication boys and girls have vast differences, which makes itself apparent in the way that they play. The author backs this up with two explanations. First, is that people not only talk to boys and girls differently, but also accept different ways of talking from them. Second, children learn communication not only from their parents but also from their peers, and there are major differences in the way boys and girls play together and speak to each other.
In recent years, gender differences have already been one of the most controversial issues in various research. As an important communication tool of mankind, language is inevitably involved in controversies. However, Rachel Rafelman, a Canadian journalist and the author of “The Party Line” express her thought and opinion in her essay. She not only have some great points on what and how women and men are likely to talk, but also have different points on the talking environment. She comes up with facts and fit real and particle examples in her essay to make it understood. Whereas, Ronald Macaulay, a professor of linguistics and the author of “Sex Difference” uses words of novels to argue and promotes them as a cause of reinforce to men’s and women’s stereotypes in his essay. He argues through his whole as rebuttal and gives some examples to oppose the preconceived notion of sex differences. Over all, both Rafelman and Macaulay are the good writer but Rafelman is having upper to prove her essay better organized using her tones as per requirement.
A dominant debate in current psychological research is one on gender development. Psychologists try to understand relative importance of social and cognitive factors. Various theories are brought up in this field and in this essay two of the most standard theory in this field are going to be explained. The theories covered in this essay relate to aspects of children’s thinking that are central to their gender development. This will include, Kohlberg‘s theory of gender development (1966) and Bandura‘s theory of social cognitive development (1986). Theories like these help psychologists understand how and in which way children understand behaviour and which leads them to do so.
"Speech Development." Cleft Palate Foundation. Cleft Palate Foundation, 25 Oct 2007. Web. 10 Mar 2014.
The child is at stage three linguistic speech in oral development (Fellows & Oakley, 2014). They show evidence of this in both their receptive and expressive language meeting the criteria for this stage (Fellows & Oakley, 2014). They show evidence of their receptive language by their ability in being able to understand opposites (Fellows & Oakley, 2014). While they had some issues with the differences between soft and scratchy they were able to demonstrate the differences between big and little several times during the dialogue. They showed evidence of their expressive language by their use of telegraphic speech, expanding vocabulary and in the ability to take in turns of speaking and listening (Fellows & Oakley, 2014). Telegraphic
This research is intended to analyze the transcript of a child’s speech. The target child is a female named Majorie who is 2 years and 3 months old. The transcript is from The Journal of Applied Developmental Psychology. The linguistic aspects that will be examined are the phonological processes of the child including speech errors, syllable shapes, and her phonetic inventory consisting of manner and place of articulation. Included in the analysis will be her stage and development of lexical knowledge and what words she uses.
... role of infant-directed speech with a computer model. Acoustical Society of America, 4(4), 129-134.
The Goldman-Fristoe Test of Articulation, 3rd edition (GFTA-3) assesses children’s articulation of consonant sounds of Standard American English. In this test, it provides a sampling of spontaneous and imitative sound production. A child is attempting to produce and imitate the target phonemes in their appropriate age. Raw score is the total number of articulation errors. Standard scores are shown that an average range, confidence interval as well as percentile.
Of these differences, the interviewee stated that one of the most challenging parts about learning English was the gender differentiation
Throughout their early years of life, human beings are introduced to numerous things such as motherese. The concept of motherese further supports that human speech possesses certain characteristics that distinguish it from all of the other species on Earth. Whether adults realize it or not, they speak differently to children than to adults. When speaking to another adult, communication is more fast and fluid whereas with a child everything is pronounced more slowly, high pitched, and with a rhythmic intonation. Even if someone speaks in another language, the elements of motherese remain the same and is easily able to gather a child’s attention (Dick, 2014). According to previous studies performed by numerous speech language pathologists,
Deafness or the extent of deafness is generally not confirmed until the child reaches age one. Surprisingly, despite their auditory impairment deaf babies coo and babble in the same way as babies with normal hearing and follow Stark’s stages of vocal pronunciation until approximately 9 months. Up until this point the infants cry, coo, laugh and babble. They also use the same phonetic inventory as hearing children which consists mainly of nasals and stops. At the age of approximately 9 months the infants begin to produce more labials, this is presumably because they can rely upon visual cues, but their speech soon begins to disappear.
We have all sat here and tried to understand how babies have had the ability to repeat the words we are saying to them correct? This is an act of them learning phonemes; a phoneme is a perceptually distinct unit of a sound in a specified language that distinguishes one word from another. To properly get a full understanding of this one should focus on one sound at a time, try and make gestures to help them associate it with the word they are learning and help your baby listen to the sound. A baby’s brain is not a passive process; therefore it requires us humans to make interactions with the baby. We seem to think it is okay to exaggerate vowels and have squeaky voices while doing baby talk when in reality it is helping the babies’ brain remember more words than just simply speaking to them in a normal voice.
Further in this term-paper I am going to describe the stages in child language acquistion starting from the very birth of an infant till the onset of puberty.
Wardhaugh states different social norms defining the standards of being men or women, which has a profound influence on the language behavior shown by different genders. In other words, both men and women should possess the ability to show either masculinity or feminity through the language they use. When this ability overlaps with the other gender, however, one might be considered as as outsider of their own gender. He then lists the main differences between males and femals with the connection with language: genetic differences, social differences (e.g. various roles people take within a certain society), and linguistic differences (e.g. speech style and word choice). Doing so, he gives readers an indepth idea about how gender differences link to various language behaviors. He further explains how these differences are possibly created and constructed in society. Wardhaugh also examines a few common gender stereotypes, such as women talk more than men, and proves most of the stereotypes are wrong.