First Language Acquisition: Method, Description and ExplanationA closely analyzed exposition of how children acquire language that explores the receptive and productive abilities of children in all core areas of language--phonology, morphology, syntax and semantics. Readers will acquire the fundamental knowledge and skill not only to interpret primary literature but to approach their own research with sophistication. While the descriptive facts that are currently available on first language acquisition are central to the book, its emphasis on methodology and explanation distinguishes this text from others. The various ways in which research is conducted is discussed in detail, as well as the strengths and weaknesses of different approaches, leading to new perspectives on key theoretical issues. |
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Table des matières
65 The onset of phonemic perception and production | 178 |
66 The linguistic environment | 219 |
Further reading | 231 |
The period of the first word combinations | 234 |
an overview studies | 236 |
73 The grammatical analysis of early word combinations | 261 |
74 Current theoretical approaches | 302 |
75 The methodology of grammatical analyses of children | 332 |
| 54 | |
| 57 | |
| 59 | |
| 60 | |
| 63 | |
| 69 | |
| 77 | |
| 80 | |
| 81 | |
| 83 | |
| 84 | |
53 Infant speech production | 96 |
54 Early cognitive development | 115 |
55 The linguistic environment | 127 |
Further reading | 137 |
The period of singleword utterances | 139 |
62 Early word comprehension and production | 140 |
63 The explanation of early word meaning | 155 |
64 Pragmatic and grammatical development | 160 |
Further reading | 337 |
The period of simple sentences phonological and semantic acquisition | 340 |
82 The phonological acquisition of single morphemes | 341 |
83 The further development of word meaning | 394 |
Further reading | 432 |
The period of simple sentences the acquisition of grammatical morphemes | 435 |
a descriptive overview | 439 |
93 The acquisition of Aux in English questions | 454 |
94 Other aspects of English grammatical acquisition | 465 |
95 Crosslinguistic morphological acquisition | 493 |
96 The explanation of morphological acquisition | 499 |
97 Linguistic input and grammatical acquisition | 506 |
Further reading | 513 |
Concluding remarks | 516 |
Bibliography | 519 |
Author index | 549 |
General index | 560 |
Autres éditions - Tout afficher
First Language Acquisition: Method, Description and Explanation David Ingram Aucun aperçu disponible - 1989 |
First Language Acquisition: Method, Description and Explanation David Ingram Aucun aperçu disponible - 1989 |
First Language Acquisition: Method, Description and Explanation David Ingram Aucun aperçu disponible - 1989 |
Expressions et termes fréquents
ability acquired adult language allomorphs analysis appear behavior Bloom Bowerman Brown c-command Chapter child language Chomsky claim cognitive complex comprehension consonants contrasts copula diary studies discussed early word English evidence example frequent fricatives function Gleitman grammatical morphemes imitation indicate infant Ingram initial Jakobson Kuczaj language acquisition language samples lexical lexical categories look MacWhinney Maratsos maturationist meaning months multiword utterances nasal noun object occur onset order of acquisition overextensions pairs passives patterns performance factors period of single-word phemes phonetic phonological phonological acquisition phrase structure rules Piaget Pinker positional productive possible predictions presented principle pronominal pronouns proposed prototype theory Quiche refer relative clauses restricted rule semantic feature semantic relations sentences sequence Shvachkin single-word utterances sounds speech speech perception stage structure subjects suggest syntactic categories Table Universal Grammar verb vocabulary vocalizations vowels word combinations
Fréquemment cités
Page 387 - A phonological process is a mental operation that applies in speech to substitute, for a class of sounds or sound sequences presenting a specific common difficulty to the speech capacity of the individual, an alternative class identical but lacking the difficult property.
Page 9 - ... only the meaning of the word, but the word itself. Several vocabularies may succeed one another in its mind by the obliteration of old words, replaced by new ones. Many meanings may be given in succession to the same word which remains unchanged. Many of the words invented are natural vocal gestures. In short, it learns a ready-made language as a true musician learns counterpoint or a true poet prosody ; it is an original genius adapting itself to a form constructed bit by bit by a succession...
Page 24 - Similarly, it seems to me that, if anything far-reaching and real is to be discovered about the actual grammar of the child, then rather devious kinds of observations of his performance, his abilities, and his comprehension in many different kinds of circumstance will have to be obtained, so that a variety of evidence may be brought to bear on the attempt to determine what is in fact his underlying linguistic competence at each stage of development.
Page 445 - ... conforming to a stimulus pattern that may originally have been established in connection with nonlinguistic responses. The thesis that understanding precedes production is false if by production we mean task/, since C scores were lower than / scores. It is very possible, however, that this latter outcome would reverse with still younger children. The longest sentences of the ICP Test were only eight morphemes long, which means they were easily within the sentence-programming span of three-year-old...
Page 247 - Calico all done* salt all shut all done milk all done now all gone juice all gone outside* all gone pacifier byebye back byebye Calico byebye car byebye papa Calico byebye papa byebye what's that what's this mail man mail car our car our door papa awav look at this outside more pants change dry pants off bib down there up on there some more (7.4) a. Build-ups 'baby eat' 'baby doll ride' 'baby eat' 'baby doll ride' 'cookie' 'truck' 'baby eat cookie' 'baby doll ride truck
Page 64 - What we expect to find, then, is a highly structured theory of UG based on a number of fundamental principles [ . . . ] with parameters that have to be fixed by experience. If these parameters are embedded in a theory of UG that is sufficiently rich in structure, then the languages that are determined by fixing their values one way or another will...
Page 134 - Oh what a nice little smile! Yes, isn't that nice? There. There's a nice little smile. (burps) What a nice wind as well! Yes, that's better isn't it? Yes. Yes. (vocalizes) Yes!
Page 247 - ... more cereal more cookie more fish more high* more hot more juice more read more sing more toast more walk hi Calico other bib other bread other milk other pants other part other piece other pocket other shirt...

