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Using Chomsky's minimalist program as a framework, this volume
explores the role of formal (or functional) features in current
descriptions and accounts of language acquistion. In engaging,
up-to-date articles, distinguished experts examine the role of
features in current versions of generative grammar and in
learnibility theory as it relates to native, non-native, and
impaired acquisition.
This edited volume dealing with formal features in Second Language
Acquisition is defined within current generative grammatical
theory, such as the Principles and Parameters Theory and the
Minimalist Program. Formal features are essential to any account of
language acquisiton because they are basic components of lexical
and functional categories. This is a subject of much current
research as evidenced by the number of published articles in
journals and in conference proceedings. The papers address the role
of features in the current versions of generative grammar and
explore the role of features for learnability theory as it relates
to native and non-native acquisition. To our knowledge, the volume
represents the first scholarly contribution specifically devoted to
features in language acquisition.
In recent linguistic theory, there has been an explosion of
detailed studies of language variation. This volume applies such
recent analyses to the study of child language, developing new
approaches to change and variation in child grammars and revealing
both early knowledge in several areas of grammar and a period of
extended development in others. Topics dealt with include question
formation, subjectless sentences, object gaps, rules for missing
subject interpretation, passive sentences, rules for pronoun
interpretation and argument structure. Leading developmental
linguists and psycholinguists show how linguistic theory can help
define and inform a theory of the dynamics of language development
and its biological basis, meeting the growing need for such studies
in programs in linguistics, psychology, and cognitive
science.
This book examines the language abilities of persons with Down
Syndrome who are able to read. The text defends the 'delayed but
not deviant view' of linguistic abilities by examining a range of
syntactic phenomena that develop at different points for typically
developing children, and for which a similar overall pattern is
found for persons with Down Syndrome. The volume also defends the
'delayed but not deviant view' against challenges arising from
studies of the comprehension of definite pronouns. The study fits
within a picture of linguistic abilities that is modular: skills
with language do not emerge from other cognitive functions. It is
an important source of information for readers in the departments
of linguistics, speech and language therapy, and cognitive science.
This textbooks introduces the main arguments for an innate, domain
specific capacity to learn human language. It guides you through
the growth of language in a typically developing child and also
discusses a range of viewpoints, introducing the central
controversies in the field of language acquisition. Taking models
and analyses from generative phonology, morphology, syntax and
semantics, the author describes children's language acquisition
using examples from a wide variety of languages. She explores the
connections between language and other aspects of human cognition,
the role of environment in learning, and the role in language
development of mechanisms for speech production and speech
comprehension. Extensively illustrated with models and figures,
each chapter is also followed by a summary box, exercises and
questions for discussion. An appendix of research techniques and
suggestions for further reading is also included, to provide a
Chomskyan introduction to language acquisition for advanced
undergraduates and beginning graduate students in linguistics and
cognitive science.
This textbooks introduces the main arguments for an innate, domain
specific capacity to learn human language. It guides you through
the growth of language in a typically developing child and also
discusses a range of viewpoints, introducing the central
controversies in the field of language acquisition. Taking models
and analyses from generative phonology, morphology, syntax and
semantics, the author describes children's language acquisition
using examples from a wide variety of languages. She explores the
connections between language and other aspects of human cognition,
the role of environment in learning, and the role in language
development of mechanisms for speech production and speech
comprehension. Extensively illustrated with models and figures,
each chapter is also followed by a summary box, exercises and
questions for discussion. An appendix of research techniques and
suggestions for further reading is also included, to provide a
Chomskyan introduction to language acquisition for advanced
undergraduates and beginning graduate students in linguistics and
cognitive science.
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