Typical Speech and Typical Writing

Typical lecture and typical writing At the time of this writing, I used only one model. I am writing articles about typical speech and typical writing, but with a complete sentence I can explain and verify using the model in which this article was written. It contains phonetic symbols indicating that it is a typical speech comment, but the statement above is written in a typical way, but that is true. Typical speech and typical sentences have good and bad aspects.

A typical speech vocabulary is spoken and a proverb. Taboo, meaningless words, simple words are included. This is in stark contrast to the wider vocabulary commonly found in more formal sentences. Typical sentences also contain words that have never been said before, such as long chemical compounds, and also rely on a greater degree of morphology. In a typical speech, expectations are ambiguous and many iterations occur, and in typical sentences they have to be clear and repeat is unpopular. Typical presentations are not usually planned, and you can not use 'flu' or 'like' or 'y'know' as a running fix such as a nonfluent feature or incorrect start, hesitation, repetition, You can fill in with. Another obvious difference is that the vocabulary density of the spoken language is much lower than the vocabulary density of the written discourse because of the content of the grammar items related to the content word.

Vygotsky (1987) distinguishes between three language formats: social language, external communication to talk to others (usually beginning at 2 years); private speech (usually beginning at 3 years old), targeting and play intellectual function; Finally, private speech has self-adjustment function and changes into a quiet internal language (usually from 7 years old), making it difficult to hear. For Vygotsky, thought and language were originally independent systems, until the age of about three years from the beginning of life. At this point, the speech and thinking are interdependent: the thought is verbal and the speech becomes the representative. When this happens, the monologues of the children will be internalized into inner speech. Internalization of language is important as it promotes cognitive development