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Child Language Acquisition
Is children's language acquisition based on innate linguistic structures or built from cognitive and communicative skills? This book summarises the major theoretical debates in all of the core domains of child language acquisition research (phonology, word-learning, inflectional morphology, syntax and binding) and includes a complete introduction to the two major contrasting theoretical approaches: generativist and constructivist. For each debate, the predictions of the competing accounts are closely and even-handedly evaluated against the empirical data. The result is an evidence-based review of the central issues in language acquisition research that will constitute a valuable resource for students, teachers, course-builders and researchers alike.
Usage-Based Approaches to Language Acquisition and Language Teaching
Although usage-based approaches have been successfully applied to the study of both first and second language acquisition, to monolingual and bilingual development, and to naturalistic and instructed settings, it is not common to consider these different kinds of acquisition in tandem. The present volume takes an integrative approach and shows that usage-based theories provide a much needed unified framework for the study of first, second and foreign language acquisition, in monolingual and bilingual contexts. The contributions target the acquisition of a wide range of linguistic phenomena and critically assess the applicability and explanatory power of the usage-based paradigm. The book also systematically examines a range of cognitive and linguistic factors involved in the process of language development and relates relevant findings to language teaching. Finally, this volume contributes to the assessment and refinement of empirical methods currently employed in usage-based acquisition research. This book is of interest to scholars of language acquisition, language pedagogy, developmental psychology, as well as Cognitive Linguistics and Construction Grammar.
New Directions In Language Development And Disorders
Research into child language development is being conducted more extensively, by more people, and in more countries throughout the world than at any point in the past. We now know more than we ever did before about the linguistic, cognitive, neurobio logical, and social capacities that children bring to their language learning task, as well as the ways in which these capacities interact with a whole range of factors present in the child's environment throughout the learning process, not least the particular character istics of the language or languages to which the child is exposed. Far from inducing a sense of complacency, this new knowledge seems instead to create an even stronger impetus ...
First Language Acquisition
Table of contents
Syntax - Theory and Analysis. Volume 3
This Handbook represents the development of research and the current level of knowledge in the fields of syntactic theory and syntax analysis. Syntax can look back to a long tradition. Especially in the last 50 years, however, the interaction between syntactic theory and syntactic analysis has led to a rapid increase in analyses and theoretical suggestions. This second edition of the Handbook on Syntax adopts a unifying perspective and therefore does not place the division of syntactic theory into several schools to the fore, but the increase in knowledge resulting from the fruitful argumentations between syntactic analysis and syntactic theory. It uses selected phenomena of individual langu...
The Oxford Handbook of Cognitive Linguistics
The Oxford Handbook of Cognitive Linguistics presents a comprehensive overview of the main theoretical concepts and descriptive/theoretical models of Cognitive Linguistics, and covers its various subfields, theoretical as well as applied. The first twenty chapters give readers the opportunity to acquire a thorough knowledge of the fundamental analytic concepts and descriptive models of Cognitive Linguistics and their background. The book starts with a set of chapters discussing different conceptual phenomena that are recognized as key concepts in Cognitive Linguistics: prototypicality, metaphor, metonymy, embodiment, perspectivization, mental spaces, etc. A second set of chapters deals with ...
Frequency Effects In Instructed Second Language Acquisition
Based on a state-of-the-art review of prior research in all related domains, this book makes precise predictions about the expected effects of specific type and token frequency distributions in input floods and tests these in the second language classroom context.
What it Takes to Talk
This book puts cognition back at the heart of the language learning process and challenges the idea that language acquisition can be meaningfully understood as a purely linguistic phenomenon. For each domain placed under the spotlight - memory, attention, inhibition, categorisation, analogy and social cognition - the book examines how they shape the development of sounds, words and grammar. The unfolding cognitive and social world of the child interacts with, constrains, and predicts language use at its deepest levels. The conclusion is that language is special, not because it is an encapsulated module separate from the rest of cognition, but because of the forms it can take rather than the parts it is made of, and because it could be nature’s finest example of cognitive recycling and reuse.
The Changing English Language
Experts from psycholinguistics and English historical linguistics address core factors in language change.
Null Subjects in Generative Grammar
This book considers the null-subject phenomenon, whereby some languages lack an overtly realized referential subject in specific contexts. It explores novel empirical data and new theoretical analyses covering the major approaches to null subjects in generative grammar, and examines a wide range of languages from different families.
