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What is the source of human language and how children learn to speak

Informacje ogólne

Kod przedmiotu: 2500-OG-EN-WSHL
Kod Erasmus / ISCED: (brak danych) / (0231) Języki obce Kod ISCED - Międzynarodowa Standardowa Klasyfikacja Kształcenia (International Standard Classification of Education) została opracowana przez UNESCO.
Nazwa przedmiotu: What is the source of human language and how children learn to speak
Jednostka: Wydział Humanistyczny
Punkty ECTS i inne: (brak) Podstawowe informacje o zasadach przyporządkowania punktów ECTS:
  • roczny wymiar godzinowy nakładu pracy studenta konieczny do osiągnięcia zakładanych efektów uczenia się dla danego etapu studiów wynosi 1500-1800 h, co odpowiada 60 ECTS;
  • tygodniowy wymiar godzinowy nakładu pracy studenta wynosi 45 h;
  • 1 punkt ECTS odpowiada 25-30 godzinom pracy studenta potrzebnej do osiągnięcia zakładanych efektów uczenia się;
  • tygodniowy nakład pracy studenta konieczny do osiągnięcia zakładanych efektów uczenia się pozwala uzyskać 1,5 ECTS;
  • nakład pracy potrzebny do zaliczenia przedmiotu, któremu przypisano 3 ECTS, stanowi 10% semestralnego obciążenia studenta.

zobacz reguły punktacji
Język prowadzenia: angielski
Wymagania wstępne:

(tylko po angielsku) English B1

Całkowity nakład pracy studenta:

(tylko po angielsku) Contact hours with teacher:

– participation in discussion seminar: 20 hrs

– consultations: 10 hrs

Self-study hours:

– preparation for discussion seminar: 20 hrs

– reading literature: 20 hrs

– preparation for test: 30 hrs

Altogether: 100 hrs (4 ECTS)

Efekty uczenia się - wiedza:

(tylko po angielsku) Student

W1: has basic knowledge of functions of human language

W2: knows the hypothesis of human speech origin and differences between human languages and animal communication systems

W3: is familiar with mechanisms responsible for the use of natural language by human

W4: is acquainted with steps of acquisition of a native language by a child and with factors conditioning speech development

Efekty uczenia się - umiejętności:

(tylko po angielsku) Student

U1: is able to analyse the features that distinguish human speech (natural language) from animal communication systems

U2: can explain mechanisms responsible for the use of natural language by human and what are the most often effects of damage to these mechanisms

U3: has basic skills in dealing with children in such a way as to give them optimal conditions for speech development

Efekty uczenia się - kompetencje społeczne:

(tylko po angielsku) Student

K1: understands the importance of human speech in everyday life

K2: understands the need for caring of human speech mechanisms

K3: is sensitive to people who suffer from damage to speech mechanisms

K4: is aware of factors conditioning speech development

Metody dydaktyczne:

(tylko po angielsku) Expository teaching methods: discussion, description, participatory lecture, problem-based lecture

Exploratory teaching methods: case study, observation, practical, brainstorming

Demonstration teaching methods: display

Online teaching methods: content-presentation-oriented, evaluative, exchange and discussion, developing reflexive thinking, referring to authentic or fictious situations

Skrócony opis: (tylko po angielsku)

The seminar is devoted to the phenomenon of human speech and explain:

– why people use natural language and which mechanisms are responsible for it;

– what is the probable origin of human speech;

– how children learn to speak and how to support child’s language development.

Pełny opis: (tylko po angielsku)

The following issues will be discussed:

1. Language vs. speech – the same or not?

2. Mechanisms responsible for the use of natural language by human:

2.1. Production and perception of speech sounds;

2.2. Neurophysiological basis of speech;

3. Some effects of damage to neurobiological mechanisms of human speech (e.g. aphasia);

4. Functions of human language;

5. Differences between human natural languages and animal communication systems;

6. The probable origin of human speech;

7. Typology of languages contemporary used in the world;

8. Acquisition of a native language by a child (from birth to achieving communication skills allowing for efficient communication in the mother tongue – early school age);

9. Bilingual and multilingual children’s speech development;

10. Factors conditioning speech development.

On the seminar many audiovisual materials and other types of aids (e.g. the neuroanatomical model of the human brain) will be used.

Literatura: (tylko po angielsku)

Basic literature:

1. Anderson Stephen R., Languages: a very short introduction, Oxford University Press, 2012.

2. Baker Colin, A parents’ and teachers’ guide to bilingualism, 2nd ed., Clevedon, Multilingual Matters Ltd, 2004.

3. Clark Eve V., First Language Acquisition, 3rd ed., Cambridge University Press, 2016.

4. Crystal David, How Language Works: How Babies Babble, Words Change Meaning and Languages Live or Die, Penguin, 2007.

5. Comrie Bernard, Matthews Stephen, Polinsky Maria, The Atlas of Languages: The Origin and Development of Languages Throughout the World, revised edition, Facts on File, 2003.

6. Dryer Matthew S., Haspelmath Martin (eds.), The World Atlas of Language Structures, Leipzig: Max Planck Institute for Evolutionary Anthropology, 2013 [online: https://wals.info/].

7. Eberhard David M., Gary F. Simons, Charles D. Fennig (eds.), Ethnologue: Languages of the World, Twenty-third edition, Dallas, Texas: SIL International, 2020 [online: https://www.ethnologue.com].

8. Gleason Jean Berko, Ratner Nan Berstein (eds.), Psycholinguistics, 2nd ed., Harcourt Brace College Publishers, 1998.

9. Hammarström Harald et all, Glottolog, Jena: Max Planck Institute for the Science of Human History, version 4.3., 2020 [online: https://glottolog.org/]

10. Hauser Mark D. at all, The mystery of language evolution, [in] Frontiers in Psychology. Language Science, 2014 [online: https://www.frontiersin.org/articles/10.3389/fpsyg.2014.00401/full].

11. Kardaras Nicholas, Glow Kids: How Screen Addiction Is Hijacking Our Kids - and How to Break the Trance, St. Martin's Press, 2016.

12. McCabe Anne, An Introduction to Linguistics and Language Studies, London, Equinox Publishing Ltd, 2011.

13. Meisel Jürgen M., First and second language acquisition: parallels and differences, Cambridge University Press, 2013.

14. Pinker Steven, The Language Instinct: How the Mind Creates Language, Penguin, 2015.

15. Searle John R., The Structure and Functions of Language, [in] STUDIES IN LOGIC, GRAMMAR AND RHETORIC 36 (49) 2014, pp. 27-40.

16. Tallerman Maggie, Gibson Kathleen R. (eds.), The Oxford Handbook of Language Evolution, Oxford University Press, 2013.

Suggested complementary literature:

1. Brice Alejandro, Multilingual Language Development [in] International Encyclopedia of the Social and Behavioral Sciences, 2nd edition, Elsevier, 2015, pp. 57-64.

2. Buckley Belinda, Children's Communication Skills: From Birth to Five Years, Routledge, 2003.

3. Dodd Barbara (ed.), Differential Diagnosis and Treatment of Children with Speech Disorder, 2nd ed., Wiley, 2005.

4. Dyer Laura, Look ho’s talking! How to Enhance Your Child’s Language Development, Starting at Birth, Meadowbrook Press, 2003.

5. Dorren Gaston, Babel: Around the World in Twenty Languages, Atlantic Monthly Press, 2018.

6. Dorren Gaston, Lingo: A Language Spotter's Guide to Europe, Atlantic Monthly Press, 2015.

7. Frackowiak Richard S. J. [eds. et al.], Human brain function, 2nd ed., Amsterdam, Elsevier Academic Press, 2004.

8. Damico Jack S., Müller Nicole, Ball Martin J. (eds.), The Handbook of Language and Speech Disorders, Wiley-Blackwell, 2012.

9. Genesee Fred, Paradis Johanne, Crago Martha B., Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning, Brookes Publishing Co, 2004.

10. Keenan Thomas, Evans Subhadra, Crowley Kevin, An Introduction to Child Development, 3rd ed., SAGE Publications Ltd, 2016.

11. Kess Joseph F., Psycholinguistics: psychology, linguistics, and the study of natural language, Amsterdam–Philadelphia, J. Benjamins Pub. Co., 1992.

12. O’Grady William, How Children Learn Language, Cambridge University Press, 2011.

13. Pavlenko Aneta (ed.), Thinking and speaking in two languages, Bristol, Multilingual Matters, 2011.

14. Rhea Paul, Language Disorders from Infancy Through Adolescence: Assessment and Intervention, 3rd revised ed., Mosby, 2006.

15. Rowland Caroline, Understanding Child Language Acquisition, Routledge, 2013.

16. Saxton Matthew, Child Language: Acquisition and Development, 2nd ed., SAGE Publications Ltd, 2017.

17. Sharma Ajay, Cockerill Helen, Mary Sheridan's From Birth to Five Years: Children's Developmental Progress, 4th ed., Routledge, 2014.

18. Shepard Paul, Thinking animals: animals and the development of human intelligence, University of Georgia Press, 1998.

19. Spitzer Manfred, Cyberkrank! Wie das digitalisierte Leben unsere Gesundheit ruiniert, München, 2017.

20. Spitzer Manfred, Digitale Demenz: wie wir uns und unsere Kinder um den Verstand bringen, München, 2015.

21. Strazny Philipp (ed.) Encyclopedia of linguistics, New York 2005.

Metody i kryteria oceniania: (tylko po angielsku)

Assessment methods:

- written test

- class participation.

Assessment criteria:

- class participation

- written test:

satisfactory- (60-69%)

satisfactory plus- (70-74%)

good - (75-84%)

good plus- (85-90%)

very good- (91-100%)

In academic year 2019/2020 and probably also in 2020/2021, the assessment methods are adapted to the remote form of the seminar. See sections on the 2019/20L and 2020/21L cycles for relevant information.

Przedmiot nie jest oferowany w żadnym z aktualnych cykli dydaktycznych.
Opisy przedmiotów w USOS i USOSweb są chronione prawem autorskim.
Właścicielem praw autorskich jest Uniwersytet Mikołaja Kopernika w Toruniu.
ul. Jurija Gagarina 11, 87-100 Toruń tel: +48 56 611-40-10 https://usosweb.umk.pl/ kontakt deklaracja dostępności USOSweb (2023-02-27)