OCR A-Level English Language: child language acquisition (Component 02 Section A) overview quiz quiz

AO1 (analysis), AO4 (creativity) and AO5 (writing for an audience) together

AO1 (analysis), AO2 (acquisition theory) and AO3 (interaction and context)

AO2 (acquisition theory) and AO5 (original writing) only, with no analysis

All five assessment objectives weighted exactly equally across the answer

A careless spelling slip that carries no significance for acquisition theory at all

A word the child has simply copied directly from an adult speaker through imitation and praise

An over-regularised form like 'goed' or 'sheeps' showing an internalised grammatical rule

A pronunciation difficulty that an attentive caregiver always corrects immediately

Skinner

Halliday

Piaget

Chomsky

The Language Acquisition Support System: caregiver scaffolding through interaction and child-directed speech

An innate grammatical rule that every newborn child is already born knowing in full before receiving any spoken input whatsoever

A fixed stage of spelling development that every single child passes through in exactly the same order

A particular type of virtuous error involving over-regularised irregular plural nouns and verbs

Single holophrastic words standing in for whole meanings and complete adult sentences

Multi-word utterances that keep content words but omit function words and inflections

Fully grammatical adult sentences with every function word and inflection present and correct

Pre-verbal babbling that contains rhythm and intonation but no recognisable real words

A transcript can never give any reliable clue to how old the child actually is

Stages of acquisition do not really exist and the whole idea has been disproved

The data shows a stage of development, and ages vary between children

Age is the only feature that matters, so naming it precisely is the main aim

It is random, patternless error that reveals nothing useful about the child's reasoning

It signals a serious and permanent learning difficulty, proving the child can never be taught to write any standard English correctly at all

It is simply copied from adults who themselves spell these particular words incorrectly

The child systematically maps heard sounds to letters, showing phonological awareness before learning irregular orthography

Kroll's phases of writing development

Gentry's stages of spelling, from precommunicative through to conventional

Halliday's seven functions of children's early spoken language and meaning

Chomsky's nativist account of universal grammar and the acquisition device

The passive voice, a syntactic transformation rather than a function

Instrumental (using language to satisfy needs)

Cluster reduction, a phonological simplification process in early speech

Transitivity, a grammatical property of verbs and their objects

Any two words that happen to sit next to each other within a single utterance

A spelling rule that governs which final consonants must be doubled before a vowel suffix is added on to a word

A paired exchange where a first part (question, greeting) expects a second part (answer, greeting)

A type of grammatical inflection added to mark tense, number or possession on a word

Theory is banned from the data question altogether and would always actively lose you marks if it ever appeared at all in the answer

It keeps theory deployed critically (tested against features) and prevents data being bolted on afterwards

Data is simply easier and quicker to write about than acquisition theory ever is

Theory carries no marks on this question, so spending words on it is wasted effort

Writing three completely separate, self-contained blocks, one dedicated to each of the three objectives in turn

Reciting every named theorist in the specification whether or not the data supports them

Carefully correcting the child's errors and rewriting the transcript in standard English

Integrating analysis, theory and interaction in each point, and reaching a weighed, data-led judgement