Understanding Child Language Acquisition.
Taking an accessible and cross-linguistic approach, Understanding Child Language Acquisition introduces readers to the most important research on child language acquisition over the last fifty years, as well as to some of the most influential theories in the field. Rather than just describing what c...
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| Online Access: |
Full Text (via ProQuest) |
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| Main Author: | |
| Format: | eBook |
| Language: | English |
| Published: |
Hoboken :
Taylor and Francis,
2013.
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| Series: | Understanding language.
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Table of Contents:
- Cover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; List of figures and tables; Acknowledgements; Preface; 1. Introduction to language acquisition; 1.1 The issue; 1.2 What is language?; 1.2.1 Language or languages?; 1.2.2 What makes a language?; 1.3 Humans and other animals; 1.3.1 Can we teach language to animals?; 1.3.2 Animal communication systems; 1.3.3 Shared aspects of language; 1.4 Getting the conditions right; 1.4.1 The language centres of the brain; 1.4.2 What else might be built into the human brain?; 1.4.3 The right environment; 1.5 Chapter summary.
- 1.6 Suggested reading1.7 Suggested reading (advanced level); 1.8 Useful websites; 1.9 Comprehension check; 2. The sounds of language; 2.1 The issue; 2.2 Speech perception: identifying the meaningful sounds of our language; 2.2.1 The motor theory of speech perception; 2.2.2 The universal theory (maintenance and loss); 2.2.3 Attunement theory: native language magnet theory-expanded (NLM-e); 2.3 How do we learn to segment the speech stream?; 2.3.1 Prosodic cues; 2.3.2 Phonotactic regularities; 2.3.3 Allophonic variation; 2.3.4 Isolated words; 2.3.5 Transitional probabilities.
- 2.3.6 A multiple cues approach2.4 Speech production: learning to produce the meaningful sounds of our language; 2.4.1 Mispronunciation due to misperception: the 'mushy mouth-mushy ear' hypothesis; 2.4.2 Articulatory constraints on production; 2.4.3 Universal constraints: Jakobson's maturational theory; 2.4.4 Template theory; 2.5 Chapter summary; 2.6 Suggested reading; 2.7 Suggested reading (advanced level); 2.8 Comprehension check; 3. Learning the meaning of words; 3.1 The issue; 3.1.1 The reference problem; 3.1.2 The extension problem.
- 3.2 Constraints theory part I: the role of innate constraints3.2.1 The evidence for and against constraints theory; 3.3 Constraints theory part II: the developmental lexical principles framework; 3.3.1 The evidence for and against developmental lexical principles; 3.4 Other routes to word learning; 3.4.1 The social-pragmatic account; 3.4.1.1 Evidence for and against the social-pragmatic account; 3.4.2 The attentional learning account; 3.4.2.1 Evidence for and against the attentional learning account; 3.5 The role of syntax: the syntactic bootstrapping account.
- 3.5.1 Evidence for and against syntactic bootstrapping3.6 The integration: the emergentist coalition model (ECM); 3.6.1 Evidence for and against the ECM; 3.7 Chapter summary; 3.8 Suggested reading; 3.9 Suggested reading (Advanced Level); 3.10 Comprehension check; 4. Acquiring syntax; 4.1 The issue; 4.1.1 The three challenges; 4.2 Nativist theories of syntax acquisition; 4.2.1 Semantic bootstrapping theory; 4.2.1.1 Evidence for and against semantic bootstrapping; 4.2.2 Principles and parameters theories; 4.2.2.1 Explanations for errors within the principles and parameters framework.