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.
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