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An introduction to the study of children's language development
that provides a uniquely accessible perspective on
generative/universal grammar-based approaches. How children acquire
language so quickly, easily, and uniformly is one of the great
mysteries of the human experience. The theory of Universal Grammar
suggests that one reason for the relative ease of early language
acquisition is that children are born with a predisposition to
create a grammar. This textbook offers an introduction to the study
of children's acquisition and development of language from a
generative/universal grammar-based theoretical perspective,
providing comprehensive coverage of children's acquisition while
presenting core concepts crucial to understanding generative
linguistics more broadly. After laying the theoretical groundwork,
including consideration of alternative frameworks, the book
explores the development of the sound system of language-children's
perception and production of speech sound; examines how words are
learned (lexical semantics) and how words are formed (morphology);
investigates sentence structure (syntax), including argument
structure, functional structure, and tense; considers such
"nontypical" circumstances as acquiring a first language past
infancy and early childhood, without the abilities to hear or see,
and with certain cognitive disorders; and studies bilingual
language acquisition, both simultaneously and in sequence. Each
chapter offers a summary section, suggestions for further reading,
and exercises designed to test students' understanding of the
material and provide opportunities to practice analyzing children's
language. Appendixes provide charts of the International Phonetic
Alphabet (with links to websites that allow students to listen to
the sounds associated with these symbols) and a summary of selected
experimental methodologies.
This book explains a well-known puzzle that helped catalyze the
establishment of generative syntax: how children tease apart the
different syntactic structures associated with sentences like John
is easy/eager to please. The answer lies in animacy: taking the
premise that subjects are animate, the book argues that children
can exploit the occurrence of an inanimate subject as a cue to a
non-canonical structure, in which that subject is displaced (the
book is easy/*eager to read). The author uses evidence from a range
of linguistic subfields, including syntactic theory, typology,
language processing, conceptual development, language acquisition,
and computational modeling, exposing readers to these different
kinds of data in an accessible way. The theoretical claims of the
book expand the well-known hypotheses of syntactic and semantic
bootstrapping, resulting in greater coverage of the core principles
of language acquisition. This is a must-read for researchers in
language acquisition, syntax, psycholinguistics and computational
linguistics.
This book explains a well-known puzzle that helped catalyze the
establishment of generative syntax: how children tease apart the
different syntactic structures associated with sentences like John
is easy/eager to please. The answer lies in animacy: taking the
premise that subjects are animate, the book argues that children
can exploit the occurrence of an inanimate subject as a cue to a
non-canonical structure, in which that subject is displaced (the
book is easy/*eager to read). The author uses evidence from a range
of linguistic subfields, including syntactic theory, typology,
language processing, conceptual development, language acquisition,
and computational modeling, exposing readers to these different
kinds of data in an accessible way. The theoretical claims of the
book expand the well-known hypotheses of syntactic and semantic
bootstrapping, resulting in greater coverage of the core principles
of language acquisition. This is a must-read for researchers in
language acquisition, syntax, psycholinguistics and computational
linguistics.
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