First Language Acquisition: Method, Description and Explanation

Couverture
Cambridge University Press, 7 sept. 1989 - 572 pages
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A 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

33 Descriptive vs explanatory stage
54
Further reading
57
Explanation and language acquisition
59
42 Child Language vs Language Acquisition
60
43 A theory of acquisition
63
44 Theoretical assumptions about language acquisition
69
45 Sources of variation among children
77
Further reading
80
Milestones
81
The period of prelinguistic development
83
52 Infant speech perception
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
Droits d'auteur

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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...

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