Acquiring Phonology / Neil Smith

Public ISBD Titre : Acquiring Phonology : A cross generational case study Type de document : texte imprimé Auteurs : Neil Smith, Auteur Editeur : Combridge University Press Année de publication : 2014 Importance : 265 P. Présentation : Couv.ill. en coul. , ill. , tab. Format : 23x15 Cm. ISBN/ISSN/EAN : 978-1-107-66295-7 Langues : Anglais (eng) Langues originales : Anglais (eng) Index. décimale : 401 Philosophie et théorie Résumé : Children often mispronounce words when learning their first language. Is it because they cannot perceive the differences that adults make or is it because they can't produce the sounds involved? Neither hypothesis is sufficient on its own to explain the facts. On the basis of detailed analyses of his son's and grandson's development, Neil Smith explains the everyday miracle of one aspect of first-language acquisition. Mispronunciations are now attributed to performance rather than to competence, and he argues at length that children's productions are not mentally represented. The study also highlights the constructs of current linguistic theory, arguing for distinctive features and the notion 'onset' and against some of the claims of Optimality Theory and Usage-based accounts. Smith provides an important and engaging update to his previous work, The Acquisition of Phonology, building on ideas previously developed and drawing new conclusions with the aid of fresh data. Acquiring Phonology : A cross generational case study [texte imprimé] / Neil Smith, Auteur . - New York : Combridge University Press, 2014 . - 265 P. : Couv.ill. en coul. , ill. , tab. ; 23x15 Cm. ISBN : 978-1-107-66295-7 Langues : Anglais (eng) Langues originales : Anglais (eng) Index. décimale : 401 Philosophie et théorie Résumé : Children often mispronounce words when learning their first language. Is it because they cannot perceive the differences that adults make or is it because they can't produce the sounds involved? Neither hypothesis is sufficient on its own to explain the facts. On the basis of detailed analyses of his son's and grandson's development, Neil Smith explains the everyday miracle of one aspect of first-language acquisition. Mispronunciations are now attributed to performance rather than to competence, and he argues at length that children's productions are not mentally represented. The study also highlights the constructs of current linguistic theory, arguing for distinctive features and the notion 'onset' and against some of the claims of Optimality Theory and Usage-based accounts. Smith provides an important and engaging update to his previous work, The Acquisition of Phonology, building on ideas previously developed and drawing new conclusions with the aid of fresh data.

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
15/268846	L/401.033	Livre	Bibliothèque Centrale	indéterminé	Exclu du prêt

Child Language Acquisition / Ben Ambridge

Public ISBD 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

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
15/268864	L/401.031	Livre	Bibliothèque Centrale	indéterminé	Exclu du prêt

Conversation Analysis / Rebecca Clift

Public ISBD Titre : Conversation Analysis Type de document : texte imprimé Auteurs : Rebecca Clift, Auteur Editeur : Combridge University Press Année de publication : 2016 Importance : 316 P. Présentation : Couv.ill. en coul. , ill. , tab., pho., Format : 25x17.5 cm. ISBN/ISSN/EAN : 978-0-521-15719-3 Langues : Anglais (eng) Langues originales : Anglais (eng) Index. décimale : 302 Interaction sociale : classer ici la psychologie sociale, la sociométrie Note de contenu : Contents 1 Introduction: why study conversation? 1 1.1 The basics: the ‘Two Things’ 2 1.2 The view from linguistics 5 1.2.1 The search for meaning 5 1.2.2 Observational approaches 23 1.3 Beyond language: discourse analysis and CA 28 1.4 Action and sequence: the implications 31 1.5 The organisation of this volume and overview of chapters 32 2 Towards an understanding of action: origins and perspectives 35 2.1 On Goffman and Garfinkel 36 2.2 Harvey Sacks: from ethnomethodology to conversation analysis 40 2.3 Jefferson’s transcription system 44 2.4 Capturing phenomena 47 2.4.1 Developments of the Jefferson system 52 2.5 CA transcription conventions: an overview 53 3 Why that, now? Position and composition in interaction 64 3.1 On position and composition 64 3.1.1 How position matters: What are you doing? 65 3.2 Adjacency and the adjacency pair 68 3.2.1 Adjacency and cross-linguistic validity 73 3.3 Expansion beyond the adjacency pair 76 3.3.1 Pre-expansion 77 3.3.2 Insert expansion 82 3.3.3 Post-expansions 84 3.4 The sequence: coherence and distributed cognition 89 3.5 Conclusion: ‘sequence’ as infrastructure and context 94 4 Interaction in time: the centrality of turn-taking 95 4.1 Turn-taking: an overview 96 4.2 A sketch of ‘a simplest systematics’ 97 4.2.1 The turn-constructional component 98 4.2.2 The turn-allocational component 111 4.2.3 Beyond the first TCU 122 4.3 The turn-taking rules 124 4.4 More than one at a time: ‘interruption’, overlap and choral production 126 4.5 No-one speaking: forms of silence 130 4.6 Transforming silence: the role of grammar 132 4.7 Local variation, universal system? 134 4.8 Conclusion: grammar and social organisation in context 139 5 The structure of sequences I: preference organisation 140 5.1 Preference organisation: an introduction 141 5.1.1 Preference and adjacency pairs 141 5.1.2 Actions and formats: interactional implications 148 5.1.3 An exception 150 5.1.4 Between preferred and dispreferred: agendas, social norms and deontic authority in responsive turns 151 5.1.5 Preference and action categories 162 5.2 Preference and the recognition of action 168 5.3 Preference in person reference 170 5.3.1 Preference, principles and defaults in person reference 170 5.3.2 Preference and grammaticalisation 172 5.3.3 Departures from default usage 179 5.4 Conclusion: preference in the turn and the sequence 184 6 The structure of sequences II: knowledge and authority in the construction of identity 185 6.1 Identity in CA: the ‘membership categorisation device’ 186 6.1.1 Categories and collections of categories 189 6.1.2 The rules of application 193 6.2 Knowledge and authority as resources for action recognition 195 6.2.1 Territories of knowledge in interaction 196 6.2.2 Authority in interaction 221 6.3 Conclusion: knowledge, authority and agency in indirection 228 7 Halting progressivity: the organisation of repair 232 7.1 Self-repair 236 7.1.1 Self-initiated self-repair in same TCU 236 7.1.2 Self-initiated transition-space repairs 241 7.1.3 Third position repairs 243 7.1.4 Self-initiated other-repair 245 7.2 Other-repair 247 7.2.1 Understanding checks 250 7.2.2 Partial repeats 253 7.2.3 Partial repeat + wh-word 255 7.2.4 Wh-word 257 7.2.5 Open class repair initiator 258 7.3 Implicit forms of repair initiation: embodiment and gaze 264 7.4 Conclusion: the defence of intersubjectivity 270 8 Conclusion: discovering order 272 References 275 Author index 305 General index 309 Conversation Analysis [texte imprimé] / Rebecca Clift, Auteur . - New York : Combridge University Press, 2016 . - 316 P. : Couv.ill. en coul. , ill. , tab., pho., ; 25x17.5 cm. ISBN : 978-0-521-15719-3 Langues : Anglais (eng) Langues originales : Anglais (eng) Index. décimale : 302 Interaction sociale : classer ici la psychologie sociale, la sociométrie Note de contenu : Contents 1 Introduction: why study conversation? 1 1.1 The basics: the ‘Two Things’ 2 1.2 The view from linguistics 5 1.2.1 The search for meaning 5 1.2.2 Observational approaches 23 1.3 Beyond language: discourse analysis and CA 28 1.4 Action and sequence: the implications 31 1.5 The organisation of this volume and overview of chapters 32 2 Towards an understanding of action: origins and perspectives 35 2.1 On Goffman and Garfinkel 36 2.2 Harvey Sacks: from ethnomethodology to conversation analysis 40 2.3 Jefferson’s transcription system 44 2.4 Capturing phenomena 47 2.4.1 Developments of the Jefferson system 52 2.5 CA transcription conventions: an overview 53 3 Why that, now? Position and composition in interaction 64 3.1 On position and composition 64 3.1.1 How position matters: What are you doing? 65 3.2 Adjacency and the adjacency pair 68 3.2.1 Adjacency and cross-linguistic validity 73 3.3 Expansion beyond the adjacency pair 76 3.3.1 Pre-expansion 77 3.3.2 Insert expansion 82 3.3.3 Post-expansions 84 3.4 The sequence: coherence and distributed cognition 89 3.5 Conclusion: ‘sequence’ as infrastructure and context 94 4 Interaction in time: the centrality of turn-taking 95 4.1 Turn-taking: an overview 96 4.2 A sketch of ‘a simplest systematics’ 97 4.2.1 The turn-constructional component 98 4.2.2 The turn-allocational component 111 4.2.3 Beyond the first TCU 122 4.3 The turn-taking rules 124 4.4 More than one at a time: ‘interruption’, overlap and choral production 126 4.5 No-one speaking: forms of silence 130 4.6 Transforming silence: the role of grammar 132 4.7 Local variation, universal system? 134 4.8 Conclusion: grammar and social organisation in context 139 5 The structure of sequences I: preference organisation 140 5.1 Preference organisation: an introduction 141 5.1.1 Preference and adjacency pairs 141 5.1.2 Actions and formats: interactional implications 148 5.1.3 An exception 150 5.1.4 Between preferred and dispreferred: agendas, social norms and deontic authority in responsive turns 151 5.1.5 Preference and action categories 162 5.2 Preference and the recognition of action 168 5.3 Preference in person reference 170 5.3.1 Preference, principles and defaults in person reference 170 5.3.2 Preference and grammaticalisation 172 5.3.3 Departures from default usage 179 5.4 Conclusion: preference in the turn and the sequence 184 6 The structure of sequences II: knowledge and authority in the construction of identity 185 6.1 Identity in CA: the ‘membership categorisation device’ 186 6.1.1 Categories and collections of categories 189 6.1.2 The rules of application 193 6.2 Knowledge and authority as resources for action recognition 195 6.2.1 Territories of knowledge in interaction 196 6.2.2 Authority in interaction 221 6.3 Conclusion: knowledge, authority and agency in indirection 228 7 Halting progressivity: the organisation of repair 232 7.1 Self-repair 236 7.1.1 Self-initiated self-repair in same TCU 236 7.1.2 Self-initiated transition-space repairs 241 7.1.3 Third position repairs 243 7.1.4 Self-initiated other-repair 245 7.2 Other-repair 247 7.2.1 Understanding checks 250 7.2.2 Partial repeats 253 7.2.3 Partial repeat + wh-word 255 7.2.4 Wh-word 257 7.2.5 Open class repair initiator 258 7.3 Implicit forms of repair initiation: embodiment and gaze 264 7.4 Conclusion: the defence of intersubjectivity 270 8 Conclusion: discovering order 272 References 275 Author index 305 General index 309

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18/302446	L/401.075	Livre	Bibliothèque Centrale	indéterminé	Exclu du prêt

Conversation Analysis / Jack Sidnell

Public ISBD Titre : Conversation Analysis : Comparative perspectives Type de document : texte imprimé Auteurs : Jack Sidnell, Auteur Editeur : Combridge University Press Année de publication : 2011 Importance : 441 P. Présentation : Couv.ill. en coul. , ill. , tab., pho. Format : 23x15 Cm. ISBN/ISSN/EAN : 978-1-107-40389-5 Langues : Anglais (eng) Langues originales : Anglais (eng) Index. décimale : 401 Philosophie et théorie Résumé : Conversation analysis' is an approach to the study of social interaction that focuses on practices of speaking that recur across a range of contexts and settings. The early studies in this tradition were based on the analysis of English conversation. More recently, however, conversation analysts have begun to study talk in a broader range of communities around the world. Through detailed analyses of recorded conversations, this book examines differences and similarities across a wide range of languages including Finnish, Japanese, Tzeltal Mayan, Russian and Mandarin. Bringing together interrelated methodological and analytic contributions, it explores topics such as the role of gaze in question-and-answer sequences, the organization of repair, and the design of responses to assessments. The emerging comparative perspective demonstrates how the structure of talk is inflected by the local circumstances within which it operates. Conversation Analysis : Comparative perspectives [texte imprimé] / Jack Sidnell, Auteur . - New York : Combridge University Press, 2011 . - 441 P. : Couv.ill. en coul. , ill. , tab., pho. ; 23x15 Cm. ISBN : 978-1-107-40389-5 Langues : Anglais (eng) Langues originales : Anglais (eng) Index. décimale : 401 Philosophie et théorie Résumé : Conversation analysis' is an approach to the study of social interaction that focuses on practices of speaking that recur across a range of contexts and settings. The early studies in this tradition were based on the analysis of English conversation. More recently, however, conversation analysts have begun to study talk in a broader range of communities around the world. Through detailed analyses of recorded conversations, this book examines differences and similarities across a wide range of languages including Finnish, Japanese, Tzeltal Mayan, Russian and Mandarin. Bringing together interrelated methodological and analytic contributions, it explores topics such as the role of gaze in question-and-answer sequences, the organization of repair, and the design of responses to assessments. The emerging comparative perspective demonstrates how the structure of talk is inflected by the local circumstances within which it operates.

Exemplaires (1)

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15/268882	L/401.032	Livre	Bibliothèque Centrale	indéterminé	Exclu du prêt

Evolutionary Linguistics / April McMahon

Public ISBD Titre : Evolutionary Linguistics Type de document : texte imprimé Auteurs : April McMahon, Auteur ; Robert McMahon, Auteur Editeur : Combridge University Press Année de publication : 2012 Collection : Cambridge Textbooks in Linguistics Importance : 309 P. Présentation : Couv.ill. en coul. , ill. , tab., fig. Format : 25x17 Cm. ISBN/ISSN/EAN : 978-0-521-89139-4 Langues : Anglais (eng) Langues originales : Anglais (eng) Index. décimale : 401 Philosophie et théorie Résumé : How did the biological, brain and behavioural structures underlying human language evolve? When, why and where did our ancestors become linguistic animals, and what has happened since? This book provides a clear, comprehensive but lively introduction to these interdisciplinary debates. Written in an approachable style, it cuts through the complex, sometimes contradictory and often obscure technical languages used in the different scientific disciplines involved in the study of linguistic evolution. Assuming no background knowledge in these disciplines, the book outlines the physical and neurological structures underlying language systems, and the limits of our knowledge concerning their evolution. Discussion questions and further reading lists encourage students to explore the primary literature further, and the final chapter demonstrates that while many questions still remain unanswered, there is a growing consensus as to how modern human languages have arisen as systems by the interplay of evolved structures and cultural transmission. .Accessible to a wide range of students as scientific and technical terms are introduced throughout, with clear explanations and examples .End-of-chapter additional reading and discussion questions point readers to interesting issues in the primary literature, acting as a stepping stone to further study .Instructors can use the chapters as they stand or swap the order to suit their own courses as chapters can be read as stand-alone thematic chunks Evolutionary Linguistics [texte imprimé] / April McMahon, Auteur ; Robert McMahon, Auteur . - New York : Combridge University Press, 2012 . - 309 P. : Couv.ill. en coul. , ill. , tab., fig. ; 25x17 Cm.. - (Cambridge Textbooks in Linguistics) . ISBN : 978-0-521-89139-4 Langues : Anglais (eng) Langues originales : Anglais (eng) Index. décimale : 401 Philosophie et théorie Résumé : How did the biological, brain and behavioural structures underlying human language evolve? When, why and where did our ancestors become linguistic animals, and what has happened since? This book provides a clear, comprehensive but lively introduction to these interdisciplinary debates. Written in an approachable style, it cuts through the complex, sometimes contradictory and often obscure technical languages used in the different scientific disciplines involved in the study of linguistic evolution. Assuming no background knowledge in these disciplines, the book outlines the physical and neurological structures underlying language systems, and the limits of our knowledge concerning their evolution. Discussion questions and further reading lists encourage students to explore the primary literature further, and the final chapter demonstrates that while many questions still remain unanswered, there is a growing consensus as to how modern human languages have arisen as systems by the interplay of evolved structures and cultural transmission. .Accessible to a wide range of students as scientific and technical terms are introduced throughout, with clear explanations and examples .End-of-chapter additional reading and discussion questions point readers to interesting issues in the primary literature, acting as a stepping stone to further study .Instructors can use the chapters as they stand or swap the order to suit their own courses as chapters can be read as stand-alone thematic chunks

Exemplaires (1)

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15/268894	L/401.029	Livre	Bibliothèque Centrale	indéterminé	Exclu du prêt

How Language Began / David Mcneill

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Introducing Psycholinguistics / Paul Warren

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Language and Religion / William Downes

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Meaning, Discourse and Society / Wolfgang Teubert

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The Cambridge Handbook of Child Language / Edith Laura Bavin

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The emergence of meaning / Stephen Crain

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