

Grammar


Tenses


Present

Present Simple

Present Continuous

Present Perfect

Present Perfect Continuous


Past

Past Simple

Past Continuous

Past Perfect

Past Perfect Continuous


Future

Future Simple

Future Continuous

Future Perfect

Future Perfect Continuous


Parts Of Speech


Nouns

Countable and uncountable nouns

Verbal nouns

Singular and Plural nouns

Proper nouns

Nouns gender

Nouns definition

Concrete nouns

Abstract nouns

Common nouns

Collective nouns

Definition Of Nouns

Animate and Inanimate nouns

Nouns


Verbs

Stative and dynamic verbs

Finite and nonfinite verbs

To be verbs

Transitive and intransitive verbs

Auxiliary verbs

Modal verbs

Regular and irregular verbs

Action verbs

Verbs


Adverbs

Relative adverbs

Interrogative adverbs

Adverbs of time

Adverbs of place

Adverbs of reason

Adverbs of quantity

Adverbs of manner

Adverbs of frequency

Adverbs of affirmation

Adverbs


Adjectives

Quantitative adjective

Proper adjective

Possessive adjective

Numeral adjective

Interrogative adjective

Distributive adjective

Descriptive adjective

Demonstrative adjective


Pronouns

Subject pronoun

Relative pronoun

Reflexive pronoun

Reciprocal pronoun

Possessive pronoun

Personal pronoun

Interrogative pronoun

Indefinite pronoun

Emphatic pronoun

Distributive pronoun

Demonstrative pronoun

Pronouns


Pre Position


Preposition by function

Time preposition

Reason preposition

Possession preposition

Place preposition

Phrases preposition

Origin preposition

Measure preposition

Direction preposition

Contrast preposition

Agent preposition


Preposition by construction

Simple preposition

Phrase preposition

Double preposition

Compound preposition

prepositions


Conjunctions

Subordinating conjunction

Correlative conjunction

Coordinating conjunction

Conjunctive adverbs

conjunctions


Interjections

Express calling interjection

Phrases

Sentences


Grammar Rules

Passive and Active

Preference

Requests and offers

wishes

Be used to

Some and any

Could have done

Describing people

Giving advices

Possession

Comparative and superlative

Giving Reason

Making Suggestions

Apologizing

Forming questions

Since and for

Directions

Obligation

Adverbials

invitation

Articles

Imaginary condition

Zero conditional

First conditional

Second conditional

Third conditional

Reported speech

Demonstratives

Determiners


Linguistics

Phonetics

Phonology

Linguistics fields

Syntax

Morphology

Semantics

pragmatics

History

Writing

Grammar

Phonetics and Phonology

Semiotics


Reading Comprehension

Elementary

Intermediate

Advanced


Teaching Methods

Teaching Strategies

Assessment
DEAF PARENT
المؤلف:
John Field
المصدر:
Psycholinguistics
الجزء والصفحة:
P83
2025-08-11
1072
DEAF PARENT
When a hearing child has deaf parents, the contribution of parental speech to language acquisition is necessarily restricted. This affords a test case for nativist theories. If a child can achieve language normally despite limited input, it suggests that innate processes must play a part.
Many such children do display normal acquisition, though some (possibly around 20 per cent) show signs of delayed or unusual development. What assists early acquisition appears to be oral communication with the principal carer in the form of the limited telegraphic speech which many deaf adults rely on– always provided the utterances observe the usual Subject-Verb-Object pattern and relate to local context. This affords sufficient information for a two year old to establish the basic syntactic-semantic foundations of language. The first syntactic forms which infants produce replicate those of their parents, though the productions of the infant quickly outstrip those of the parents in terms of syntactic complexity.
External factors play an important part. To ensure normal acquisition, the child appears to need a minimum of about 5–10 hours’ contact each week with hearing adults, plus exposure to radio or television. However, there is no close correlation between time spent in the company of hearers and the rate and success of linguistic development. The existence of siblings does not necessarily enhance acquisition; and some children continue to manifest linguistic problems after spending long periods with hearing peers at school.
It is remarkable that, exposed to two different forms of adult language, the child appears to avoid the simplified syntax of the deaf parents and to adopt the syntactic models provided by hearing adults outside the immediate family. If simplifications occur, they are those of all L1-acquiring infants rather than those of the profoundly deaf. Even two-year-old children appear capable of making a distinction between the type of speech they use for their parents (more signs, extended pitch patterns, shorter utterances) and the type they use with other speakers. All this would suggest to a nativist that the child is following some predetermined programme.
Against this, the intelligibility of the principal carer often appears to play an important part in determining how great a child’s language difficulties are. Certain areas of speech and language are more affected than others. Delays in phonological development are not infrequent, and the speech of some children of deaf parents may appear ‘deaf-like’.
However, the order in which the features of language are acquired seems to follow very much the same path as that recorded of infants in more normal circumstances. Furthermore, the children of deaf parents rarely show any signs of delay or impairment in pragmatic knowledge or in their ability to interact with others.
See also: Deafness, Sign language
Further reading: Schiff-Myers (1993)
الاكثر قراءة في Linguistics fields
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