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Making diverse data in linguistics and the language sciences open,
distributed, and accessible: perspectives from language/language
acquistiion researchers and technical LOD (linked open data)
researchers. This volume examines the challenges inherent in making
diverse data in linguistics and the language sciences open,
distributed, integrated, and accessible, thus fostering wide data
sharing and collaboration. It is unique in integrating the
perspectives of language researchers and technical LOD (linked open
data) researchers. Reporting on both active research needs in the
field of language acquisition and technical advances in the
development of data interoperability, the book demonstrates the
advantages of an international infrastructure for scholarship in
the field of language sciences. With contributions by researchers
who produce complex data content and scholars involved in both the
technology and the conceptual foundations of LLOD (linguistics
linked open data), the book focuses on the area of language
acquisition because it involves complex and diverse data sets,
cross-linguistic analyses, and urgent collaborative research. The
contributors discuss a variety of research methods, resources, and
infrastructures. Contributors Isabelle Barriere, Nan Bernstein
Ratner, Steven Bird, Maria Blume, Ted Caldwell, Christian Chiarcos,
Cristina Dye, Suzanne Flynn, Claire Foley, Nancy Ide, Carissa Kang,
D. Terence Langendoen, Barbara Lust, Brian MacWhinney, Jonathan
Masci, Steven Moran, Antonio Pareja-Lora, Jim Reidy, Oya Y. Rieger,
Gary F. Simons, Thorsten Trippel, Kara Warburton, Sue Ellen Wright,
Claus Zinn
The remarkable way in which young children acquire language has
long fascinated linguists and developmental psychologists alike.
Language is a skill that we have essentially mastered by the age of
three, and with incredible ease and speed, despite the complexity
of the task. This accessible textbook introduces the field of child
language acquisition, exploring language development from birth.
Setting out the key theoretical debates, it considers questions
such as what characteristics of the human mind make it possible to
acquire language; how far acquisition is biologically programmed
and how far it is influenced by our environment; what makes second
language learning (in adulthood) different from first language
acquisition; and whether the specific stages in language
development are universal across languages. Clear and
comprehensive, it is set to become a key text for all courses in
child language acquisition, within linguistics, developmental
psychology and cognitive science.
This volume collects twenty-nine published and unpublished papers
by the linguist James Gair, considered the foremost western scholar
of the Sri Lankan languages Sinhala and Jaffna Tamil. Ranging over
thirty years, his work also considers issues in a variety of Indian
languages, including Hindi, Marathi, Tamil, Malayalam, and Bengali.
The collection reflects the wide range of Gair's interests, from
morpho-syntactic questions to questions regarding historical and
areal linguistics, especially language contact and diglossia, and
extending to language acquisition. By collecting these papers and
making them newly accessible, this volume will provide an important
resource not only for scholars of these languages but for linguists
interested in the theoretical issues Gair explores.
The remarkable way in which young children acquire language has
long fascinated linguists and developmental psychologists alike.
Language is a skill that we have essentially mastered by the age of
three, and with incredible ease and speed, despite the complexity
of the task. This accessible textbook introduces the field of child
language acquisition, exploring language development from birth.
Setting out the key theoretical debates, it considers questions
such as what characteristics of the human mind make it possible to
acquire language; how far acquisition is biologically programmed
and how far it is influenced by our environment; what makes second
language learning (in adulthood) different from first language
acquisition; and whether the specific stages in language
development are universal across languages. Clear and
comprehensive, it is set to become a key text for all courses in
child language acquisition, within linguistics, developmental
psychology and cognitive science.
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