Child Language: Acquisition and Growth (Cambridge Textbooks by Barbara C. Lust PDF

By Barbara C. Lust

ISBN-10: 0521444780

ISBN-13: 9780521444781

Exploring language improvement from start, this available textbook introduces the sector of kid language acquisition, constructing key theoretical debates. It considers what features of the human brain give the chance to procure language and to what volume acquisition is biologically programmed and prompted by means of our surroundings. It inquires as to what makes moment language studying (in maturity) diverse from first language acquisition; and even if the categorical phases in language improvement are common throughout languages. it will likely be a key textual content for classes in linguistics, developmental psychology and cognitive technology.

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Extra resources for Child Language: Acquisition and Growth (Cambridge Textbooks in Linguistics)

Example text

9 10 child language And a little toy sheep! ” (Seuss, 1957) We will see that by about three years, children have acquired the foundations for this infinite symbolic power of language and through it can transcend immediate situations. The two-year-old speaking in (2) worked through his series of utterances to convince himself that an abstract painting of a mythical bird did not truly reflect a dangerous monster, and therefore shouldn’t deter his walking past and up the dark staircase beyond. 2. a.

2 Negative evidence If we were learning chess, we would seek both positive and negative evidence. We would be taught not only specific moves which were possible, but those impossible. ” However, children are not, for the most part, offered direct “negative evidence,” and when it is offered, they frequently rebuff it (chapter 6). When corrections are attempted, parents tend to confront the meaning of an utterance, not its grammatical form – syntactic or phonological – as in (1a) and (1b) (Brown and Hanlon 1970, 49).

7 Unless we are bilingual, we can so transform the speech stream for only the language we know; the other remains just sounds. Children, initially, must find a way to map from (5) to (6), or (8) to (9), without knowing any language, without “adult intuitions,” and without being taught any form for the representation of these sounds. We speak of this initial input to the language learner such as (4)–(5) or (7)–(8), and the full range of ambient language in all contexts, as “primary linguistic data” (PLD).

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Child Language: Acquisition and Growth (Cambridge Textbooks in Linguistics) by Barbara C. Lust

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