| Titre : |
Child Language Acquisition : Contrasting theoretical approaches |
| Type de document : |
texte imprimé |
| Auteurs : |
Ben Ambridge, Auteur ; Elena V. M. Lieven, Auteur |
| Editeur : |
Combridge University Press |
| Année de publication : |
2011 |
| Importance : |
448 P. |
| Présentation : |
Couv.ill. en coul. , ill. , tab., fig. |
| Format : |
23x15 Cm. |
| ISBN/ISSN/EAN : |
978-0-521-74523-9 |
| Langues : |
Anglais (eng) Langues originales : Anglais (eng) |
| Mots-clés : |
langage Acquisition Child Langage |
| Index. décimale : |
401 Philosophie et théorie |
| Résumé : |
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 |
| Note de contenu : |
Contents
1 Introduction 1
1.1 The major theoretical approaches 1
1.2 The domains and debates 4
1.3 Methodologies 6
2 Speech perception, segmentation and production 13
2.1 Introduction 13
2.2 Characteristics of speech 14
2.3 Developing a phonemic inventory 18
2.4 Segmenting the speech stream into words, phrases and clauses 31
2.5 Speech production 47
2.6 Speech perception, segmentation and production: conclusion 57
3 Learning word meanings 61
3.1 Introduction 61
3.2 The constraints or ‘principles’ approach 62
3.3 The social-pragmatic approach 70
3.4 The associative learning approach 83
3.5 Syntactic bootstrapping 89
3.6 Conclusion: how do children learn the meanings of words? 100
4 Theoretical approaches to grammar acquisition 103
4.1 Generativist approaches 103
4.2 Constructivist approaches 123
4.3 Theoretical approaches to grammar acquisition: conclusion 136
5 Inflection 137
5.1 Introduction to inflection 137
v
© in this web service Cambridge University Press www.cambridge.org
Cambridge University Press
978-0-521-74523-9 - Child Language Acquisition: Contrasting Theoretical Approaches
Ben Ambridge and Elena V. M. Lieven
Frontmatter
More information
vi Contents
5.2 Why do children fail to mark tense and agreement in obligatory
contexts? 144
5.3 Are children less productive with morphology than adults? 157
5.4 Rules versus analogies in inflectional morphology (with special
reference to the English past-tense debate) 169
5.5 Learning inflectional morphology: conclusion 187
6 Simple syntax 191
6.1 Identifying/constructing syntactic categories 192
6.2 Acquiring basic word order 209
6.3 The retreat from overgeneralization error 242
6.4 Simple syntax: conclusion 265
7 Movement and complex syntax 269
7.1 Non-canonical word orders (passives and questions) 269
7.2 Multiple-clause sentences 289
7.3 Movement and complex syntax: conclusion 312
8 Binding, quantification and control 314
8.1 Binding and coreference 315
8.2 Quantification 335
8.3 Control 346
8.4 Binding, quantification and control: conclusion 357
9 Related debates and conclusions 359
9.1 Related debates 359
9.2 Conclusions and future directions 369 |
Child Language Acquisition : Contrasting theoretical approaches [texte imprimé] / Ben Ambridge, Auteur ; Elena V. M. Lieven, Auteur . - New York : Combridge University Press, 2011 . - 448 P. : Couv.ill. en coul. , ill. , tab., fig. ; 23x15 Cm. ISBN : 978-0-521-74523-9 Langues : Anglais ( eng) Langues originales : Anglais ( eng)
| Mots-clés : |
langage Acquisition Child Langage |
| Index. décimale : |
401 Philosophie et théorie |
| Résumé : |
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 |
| Note de contenu : |
Contents
1 Introduction 1
1.1 The major theoretical approaches 1
1.2 The domains and debates 4
1.3 Methodologies 6
2 Speech perception, segmentation and production 13
2.1 Introduction 13
2.2 Characteristics of speech 14
2.3 Developing a phonemic inventory 18
2.4 Segmenting the speech stream into words, phrases and clauses 31
2.5 Speech production 47
2.6 Speech perception, segmentation and production: conclusion 57
3 Learning word meanings 61
3.1 Introduction 61
3.2 The constraints or ‘principles’ approach 62
3.3 The social-pragmatic approach 70
3.4 The associative learning approach 83
3.5 Syntactic bootstrapping 89
3.6 Conclusion: how do children learn the meanings of words? 100
4 Theoretical approaches to grammar acquisition 103
4.1 Generativist approaches 103
4.2 Constructivist approaches 123
4.3 Theoretical approaches to grammar acquisition: conclusion 136
5 Inflection 137
5.1 Introduction to inflection 137
v
© in this web service Cambridge University Press www.cambridge.org
Cambridge University Press
978-0-521-74523-9 - Child Language Acquisition: Contrasting Theoretical Approaches
Ben Ambridge and Elena V. M. Lieven
Frontmatter
More information
vi Contents
5.2 Why do children fail to mark tense and agreement in obligatory
contexts? 144
5.3 Are children less productive with morphology than adults? 157
5.4 Rules versus analogies in inflectional morphology (with special
reference to the English past-tense debate) 169
5.5 Learning inflectional morphology: conclusion 187
6 Simple syntax 191
6.1 Identifying/constructing syntactic categories 192
6.2 Acquiring basic word order 209
6.3 The retreat from overgeneralization error 242
6.4 Simple syntax: conclusion 265
7 Movement and complex syntax 269
7.1 Non-canonical word orders (passives and questions) 269
7.2 Multiple-clause sentences 289
7.3 Movement and complex syntax: conclusion 312
8 Binding, quantification and control 314
8.1 Binding and coreference 315
8.2 Quantification 335
8.3 Control 346
8.4 Binding, quantification and control: conclusion 357
9 Related debates and conclusions 359
9.1 Related debates 359
9.2 Conclusions and future directions 369 |
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