Language in Children provides a concise and basic introduction for students studying child language acquisition for the first time. Starting from the first sounds a child produces, this book covers all the stages a child goes through in acquiring a language. This title: Illustrates developmental stages from the recognition of sounds and words to the ability to hold a conversation, also covering bilingual upbringing and language disorders; Features real-life examples of all the phenomena discussed, from languages such as French, Spanish and Portuguese as well as English; Incorporates guidance on sources for further reading and exploration by chapter; Is supported by a companion website that includes exercises with links to real-world data in the CHILDES archive. Written by an experienced author and teacher, Language in Children is essential reading for students studying this topic.

Language in Children provides a concise and basic introduction for students studying child language acquisition for the first time. Starting from the first sounds a child produces, this book covers all the stages a child goes through in acquiring a language. This title: Illustrates developmental stages from the recognition of sounds and words to the ability to hold a conversation, also covering bilingual upbringing and language disorders; Features real-life examples of all the phenomena discussed, from languages such as French, Spanish and Portuguese as well as English; Incorporates guidance on sources for further reading and exploration by chapter; Is supported by a companion website that includes exercises with links to real-world data in the CHILDES archive. Written by an experienced author and teacher, Language in Children is essential reading for students studying this topic.

How do young children learn language? When does this process start? What does language acquisition involve? Children are exposed to language from birth, surrounded by knowledgeable speakers who offer feedback and provide extensive practice every day. Through conversation and joint activities, children master the language being used around them. This fully revised third edition of Eve V. Clark's bestselling textbook offers comprehensive coverage of language acquisition, from a baby's first sounds to a child's increasing skill in negotiating, explaining and entertaining with language. This book, drawing together the most recent findings in the field, and illustrated with examples from a wide range of experimental and observational studies, including the author's own diary observations, presents an essential and comprehensive guide to first language acquisition. It will be fascinating reading for students of linguistics, developmental psychology and cognitive science.

How do young children learn language? When does this process start? What does language acquisition involve? Children are exposed to language from birth, surrounded by knowledgeable speakers who offer feedback and provide extensive practice every day. Through conversation and joint activities, children master the language being used around them. This fully revised third edition of Eve V. Clark's bestselling textbook offers comprehensive coverage of language acquisition, from a baby's first sounds to a child's increasing skill in negotiating, explaining and entertaining with language. This book, drawing together the most recent findings in the field, and illustrated with examples from a wide range of experimental and observational studies, including the author's own diary observations, presents an essential and comprehensive guide to first language acquisition. It will be fascinating reading for students of linguistics, developmental psychology and cognitive science.

Eve Clark argues for the centrality of the lexicon in language and language acquisition. She looks at the hypotheses children draw on about possible word meanings, and how they map their meanings onto forms. Starting with children's emerging knowledge of conventional words and meanings, she takes up their growing knowledge of word structure as reflected in their formation of new words. The Lexicon in Acquisition synthesizes Professor Clark's widely respected work in the field, and will interest linguists, psychologists, and cognitive scientists.

"The Acquisition of Constructions" is the culmination of new research into constructions of grammar in languages as diverse as Cantonese, English, French, German, Mandarin, Thai, and Tzeltal. The contributors, all noted scholars in the field of construction grammar, investigate the acquisition of constructions - that is, the consistent patterns for combining words and phrases within a language - in children, from the first and most rudimentary gesture combinations to the production of larger syntactic constructions and complex clauses. Timely and comprehensive, it will be a superb resource for scholars of syntax.

Since its inception in 1967, the Child Language Research Forum has provided an informal but critical setting for the presentation of new ideas and research on first language acquisition. The Forum itself is sponsored by the Linguistics Department at Stanford and is organized by graduate students. In this volume the contributors explore their findings in language acquisition in a variety of the world's languages. The papers presented here reflect the diversity of interests in the field and the range of languages being studied. This volume makes an empirical, as well as a theoretical, contribution to linguistic research.

In this volume, the contributors to the Proceedings of the 28th Annual Meeting of the Child Language Research Forum explore their findings on language acquisition in a variety of the world's languages, reflecting the diversity of interests in the field and the range of languages being studied. This volume makes an empirical, as well as a theoretical, contribution to linguistic research. Since its inception in 1967, the Forum has provided an informal but critical setting for the presentation of new ideas and research on first language acquisition. The Forum itself is sponsored by the Linguistics Department at Stanford, and is organized by graduate students. The Forum draws researchers from around the globe. The papers presented at the Forum reflect the diversity of interests in the field and the range of languages being studied.

In this volume, the contributors to the Proceedings of the 28th Annual Meeting of the Child Language Research Forum explore their findings on language acquisition in a variety of the world's languages, reflecting the diversity of interests in the field and the range of languages being studied. This volume makes an empirical, as well as a theoretical, contribution to linguistic research. Since its inception in 1967, the Forum has provided an informal but critical setting for the presentation of new ideas and research on first language acquisition. The Forum itself is sponsored by the Linguistics Department at Stanford, and is organized by graduate students. The Forum draws researchers from around the globe. The papers presented at the Forum reflect the diversity of interests in the field and the range of languages being studied.

The contributors to this volume explore their findings on language acquisition in a variety of the world's languages, reflecting the diversity of interests in the field and the range of languages being studied. This volume aims to make an empirical, as well as a theoretical, contribution to linguistic research. Since its inception in 1967, the Forum has provided an informal but critical setting for the presentation of new ideas and research on first language acquisition drawing researchers from around the globe. The Forum itself is sponsored by the Linguistics Department at Stanford University, and is organized by graduate students.

The contributors to this volume explore their findings on language acquisition in a variety of the world's languages, reflecting the diversity of interests in the field and the range of languages being studied. This volume aims to make an empirical, as well as a theoretical, contribution to linguistic research. Since its inception in 1967, the Forum has provided an informal but critical setting for the presentation of new ideas and research on first language acquisition drawing researchers from around the globe. The Forum itself is sponsored by the Linguistics Department at Stanford University, and is organized by graduate students.

First language acquisition is an integral component of linguistics research. If one can understand a child's ability to learn a language, one can better understand the social and phonological implications of the complexities of language.
This volume displays researchers' findings on first language acquisition in a variety of the world's languages, reflecting the diversity of interests in the field and the range of languages being studied. Contributors discuss a range of topics in first language acquisition, including children's use of tense, their ability to formulate coherent clarification requests, and their knowledge of word order. Other topics examined include the difficulties experienced by a bilingual child, the difference between the rhythmic characteristics of children compared to adults, and children's ability to learn inflectional agreement from parental speech. The studies included in this volume were presented at the 30th Child Language Research Forum held at Stanford University in 1999.

First language acquisition is an integral component of linguistics research. If one can understand a child's ability to learn a language, one can better understand the social and phonological implications of the complexities of language.
This volume displays researchers' findings on first language acquisition in a variety of the world's languages, reflecting the diversity of interests in the field and the range of languages being studied. Contributors discuss a range of topics in first language acquisition, including children's use of tense, their ability to formulate coherent clarification requests, and their knowledge of word order. Other topics examined include the difficulties experienced by a bilingual child, the difference between the rhythmic characteristics of children compared to adults, and children's ability to learn inflectional agreement from parental speech. The studies included in this volume were presented at the 30th Child Language Research Forum held at Stanford University in 1999.

This volume presents research in the field of first language acquisition discussed at the 1992 meeting of the Child Language Research Forum. The contributors are Shanley E. M. Allen, Heike Behrens, Paul Bloom, Anne Christophe, Martha B. Crago, Lisa Dasinger, Kenneth F. Drozd, Emmanuel Dupoux, Boris N. Goldowsky, Jiansheng Guo, Aylin Kuntay, Barbara Landau, Elizabeth Lanza, Ping Li, Michael Maratsos, Jacques Mehler, Elissa L. Newport, Raquel S. Olguin, William Philip, Dan I. Slobin, Trisha Svaib, Michael Tomasello, Cecile Toupin, Jill de Villiers, and Amanda Woodward.

This volume presents research in the field of first language acquisition discussed at the 1992 meeting of the Child Language Research Forum. The contributors are Shanley E. M. Allen, Heike Behrens, Paul Bloom, Anne Christophe, Martha B. Crago, Lisa Dasinger, Kenneth F. Drozd, Emmanuel Dupoux, Boris N. Goldowsky, Jiansheng Guo, Aylin Kuntay, Barbara Landau, Elizabeth Lanza, Ping Li, Michael Maratsos, Jacques Mehler, Elissa L. Newport, Raquel S. Olguin, William Philip, Dan I. Slobin, Trisha Svaib, Michael Tomasello, Cecile Toupin, Jill de Villiers, and Amanda Woodward.

This volume presents research in the field of first language acquisition discussed at the 1993 meeting of the Child Language Research Forum. The contributors are Maria A. Alegre, Ursula Bellugi, Jeffrey G. Bettger, Paul Bloom, Melissa Bowerman, Ursula Brinkmann, Penelope Brown, Nancy Budwig, Joan Bybee, Alice Shuk-yee Cheung, Soonja Choi, Patricia Clancy, Stephen Crain, William Croft, Cynthia Crosser, Peter Culicover, Eve Danziger, Sonja Eisenbeiss, Karen Emmorey, Susan Ervin-Tripp, Claire Foley, Dicky G. Gilbers, Adele E. Goldberg, Alison Gopnik, Peter Gordon, Susan A. Graham, Jiansheng Guo, D. Geoffrey Hall, Alison Henry, James H. Hoeffner, Qian Hu, Tara Jackson, Catalina Johnson, Shyam Kapur, Bonita P. Klein, Edward S. Klima, Amy Kyratzis, Marie Labelle, Barbara Landau, Thomas Hun-tak Lee, Barbara Lust, Rachel I. Mayberry, James L. McClelland, Zelmira Nez del Prado, Dominique Nouveau, Diane Poulin-Dubois, Lisa Riche, Nancy Soja, Susan Toth-Sadjadi, Andrew Chung-yee Tse, and Klarien J. van der Linde. Eve V. Clark is Professor of Linguistics at Stanford University, author of The Lexicon in Acquisition, and co-author of Psychology and Language (with Herbert H. Clark).

This volume presents research in the field of first language acquisition discussed at the 1993 meeting of the Child Language Research Forum. The contributors are Maria A. Alegre, Ursula Bellugi, Jeffrey G. Bettger, Paul Bloom, Melissa Bowerman, Ursula Brinkmann, Penelope Brown, Nancy Budwig, Joan Bybee, Alice Shuk-yee Cheung, Soonja Choi, Patricia Clancy, Stephen Crain, William Croft, Cynthia Crosser, Peter Culicover, Eve Danziger, Sonja Eisenbeiss, Karen Emmorey, Susan Ervin-Tripp, Claire Foley, Dicky G. Gilbers, Adele E. Goldberg, Alison Gopnik, Peter Gordon, Susan A. Graham, Jiansheng Guo, D. Geoffrey Hall, Alison Henry, James H. Hoeffner, Qian Hu, Tara Jackson, Catalina Johnson, Shyam Kapur, Bonita P. Klein, Edward S. Klima, Amy Kyratzis, Marie Labelle, Barbara Landau, Thomas Hun-tak Lee, Barbara Lust, Rachel I. Mayberry, James L. McClelland, Zelmira Nez del Prado, Dominique Nouveau, Diane Poulin-Dubois, Lisa Riche, Nancy Soja, Susan Toth-Sadjadi, Andrew Chung-yee Tse, and Klarien J. van der Linde. Eve V. Clark is Professor of Linguistics at Stanford University, author of The Lexicon in Acquisition, and co-author of Psychology and Language (with Herbert H. Clark).

This book is the product of the twenty-sixth annual meeting of the Stanford Child Language Research Forum held in April, 1994. The conference included panel sessions organised by Terry K.-F. Au on 'Does input constrain word-learning principles?', Matthew Rispoli on 'Pronoun case errors: new approaches to an old phenomenon', and Janet F. Werker on 'Setting the stage for acquisition: experiential influences on infant speech perception'.

This book is the product of the twenty-sixth annual meeting of the Stanford Child Language Research Forum held in April, 1994. The conference included panel sessions organised by Terry K.-F. Au on 'Does input constrain word-learning principles?', Matthew Rispoli on 'Pronoun case errors: new approaches to an old phenomenon', and Janet F. Werker on 'Setting the stage for acquisition: experiential influences on infant speech perception'.