DOCSLIB.ORG

162 References Aksu-Koç, Ayhan and Dan Slobin

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
162 References Aksu-Koç, Ayhan and Dan Slobin References Aksu-Koç, Ayhan and Dan Slobin (1985). “The acquisition of Turkish.” Bloom, Lois (1970). Language development: form and function in The crosslinguistic study of language acquisition. D. I. Slobin emerging grammars. Cambridge MA, MIT Press. (Ed). New Jersey, Hillsdale Erlbaum. 1. Bloom, Paul (1990). “Subjectless sentences in Child Language.” Linguistic Allen, George and Sarah Hawkins (1980). “Phonological Rhythm: Inquiry 21(4, Fall): 491-504. Definition and development.” Child Phonology: Volume 1. Borer, Hagit and Ken Wexler (1987). The maturation of syntax. Parameter Production. G. Yeni-Komshian, J. Kavanagh and C. Ferguson Setting. T. Roeper and E. Williams (Eds). Dordrecht, Reidel: 123- (Eds). New York, Academic Press: 227-256. 172. Archibald, John (1995). Phonological Acquisition and Phonological Bottari, Piero, Paola Cipriani and Anna Maria Chilosi (1993/1994). Theory. Hillsdale, NJ, Erlbaum Publishers. “Protosyntactic Devices in the Acquisition of Italian Free Ariel, Mira (1990). Accessing NP antecedents. London, Routledge. Morphology.” Language Acquisition 3(4): 327-369. Ariel, Mira (1991). “The Function of accessibility in a theory of grammar.” Börjars, Kersti and Carol Chapman (1998). “Agreement and pro-drop in Journal of Pragmatics 16: 443-463. some dialects of English.” Linguistics 36(1): 71-98. Ashton, Ethel Osteli (1947). Swahili Grammar. London, Longmans, Green Bresnan, Joan and Sam Mchombo (1987). “Topic, Pronoun and Agreement and Co. in Chichewa.” Language 63: 741-782. Baker, Mark (1985). “The Mirror Principle and Morpho-syntactic Bromberg, Hilary Sarah and Kenneth Wexler (1995). “Null subjects in Explanation.” Linguistic Inquiry 16: 373-416. Child Wh-questions.” MIT Working papers in linguistics, 26. Baker, Mark (1988). Incorporation: A Theory of Grammatical Function Carson Schütze, Jennifer Ganger, and Kevin Broihier (Eds), pp. Changing. Chicago, University of Chicago Press. 221-247. Barrett-Keach, Camilla (1986). “Word Internal Evidence from Swahili for Brown, Roger (1973). A First Language: The Early Stages. London, Allen AUX/INFL.” Linguistic Inquiry 17, 3, 559-564. and Unwin. Bates, Elizabeth (1976). Language and Context. New York, Academic Buell, Leston (2000). “Swahili Relative Clauses.” Unpublished Master's Press. Thesis, UCLA. Beghelli, Filipo and Tim Stowell (1992). “The direction of quantifier Campos, Hector (1986). “Indefinite Object Drop.” Linguistic Inquiry 17(2): movement.” Unpublished Manuscript. UCLA 354-359. Behrens, Heike (1993). Temporal Reference in German Child Language. Cardinaletti, Anna (1997). “Subjects and Clause structure.” The new Amsterdam, University of Amsterdam. comparative syntax. L. Haegeman (Ed). London, Longman: 33-63. Blom, Elma and Frank Wijnen (2000). “How Dutch children's root Carstens, Vicki (1991). “The Morphology and Syntax of Determiner infinitives become modal..” Proceedings of the 24th annual Phrases in Kiswahili.” Unpublished Doctoral Dissertation, UCLA. Boston University Conference on Language Development. S. Chimombo, Moira (1981). “Overgeneralization in negation: a comparison Catherine Howell, Sarah A. Fish, and Thea Keith-Lucas (Eds). of first and second language acquisition.” Unpublished Doctoral Somerville MA: Cascadilla Press, pp.128-139 Dissertation, Columbia University. Blom, Elma, Evelian Krikhaar and Frank Wijnen (2001). “Root infinitives Chomsky, Noam (1986). Barriers. Cambridge, MA, MIT Press. in Dutch and English child language: an experimental approach”. Chomsky, Noam (1993). “The Minimalist Program.” The view from Proceedings of the 25th annual Boston University Conference on building 20. K. Hale and S. Keyser (Eds). Cambridge, MIT Press. Language Development. Anna H.-J. Do, Laura Domínguez, and Chomsky, Noam (1995). The Minimalist Program. Cambridge MA, MIT Aimee Johansen (Eds) Somerville, MA: Cascadilla Press, pp. 133- Press. 144. Cinque, Guglielmo (1999). Adverbs and Functional heads. New York, Oxford University Press. 162 Clahsen, Harold and Martina Penke (1992). “The Acquisition of Agreement Deen, Kamil Ud and Nina Hyams (2002). “The Form and Interpretation of Morphology and its Syntactic Consequences: New Evidence on Finite and non-Finite verbs in Swahili”. Proceedings of the 26th German child language from the Simone-Corpus.” The Acquisition annualBoston University Conference on Language Development. of Verb Placement: Functional Categories and V2 Phenomena in Barbora Skarabela, Sarah Fish, and Anna H.-J. Do (Eds). Language Acquisition. J. Meisel (Ed). Dordrecht, Kluwer. Somerville, MA: Cascadilla Press, pp. 130-141. Clahsen, Harold, Sonja Eisenbeiss and Martina Penke (1996). “Lexical Deen, Kamil Ud (2002). “The omission of inflectional prefixes in the learning in early syntactic development.” Generative perspectives acquisition of Nairobi Swahili.” Unpublished Doctoral on language acquisition: empirical findings, theoretical Dissertation, UCLA considerations and cross-linguistic comparisons. H. Clahsen (Ed). Demuth, Katherine (1988). “Noun classes and agreements in Sesotho Philadelphia PA, John Benjamins Publishing Company: 129-160. acquisition.” Agreements in Natural Language: Approaches, Clancy, Patricia M. (1985). “The Acquisition of Japanese.” The Theories and Descriptions. M. Barlow and C. A. Ferguson (Eds), Crosslinguistic study of Language Acquisition: The Data. D. Center for the Study of Language and Information: University of Slobin (Ed). Hillsdale, NJ, Lawrence Erlbaum Associates. 1: 373- Chicago Press: 305-321. 524. Demuth, Katherine (1989). “Maturation and the acquisition of the Sesotho Cole, Peter (1987). “Null Objects in Universal Grammar.” Linguistic Passive.” Language 65: 56-80. Inquiry 18(4): 597-612. Demuth, Katherine (1992). “:Accessing functional categories in Sesotho: Comrie, Bernard (1976). Aspect: An Introduction to the study of Verbal interactions at the morpho-syntax interface.” The Acquisition of Apsect and other related problems., Cambridge University Press. Verb Placement: Functional categories and V2 phenomena in Connelly, Michael (1984). “Basotho children's acquisition of noun class Language Acquisition. J. Meisel (Ed). Dordrecht, Kluwer morphology.” Unpublished Doctoral Dissertation, University of Academic Publishers: 83-107. Essex. Demuth, Katherine (1992). “The acquisition of Sesotho.” The cross- Connelly, Michael (1987). “Basotho children's early development of linguistic study of language acquisition. D. Slobin (Ed). Hillsdale, speech.” African Studies 46(2): 229-239. NJ, Lawrence Erlbaum Associates. 3. Courtney, Ellen H. (1998). “Child acquisition of Quechua morphosyntax.” Demuth, Katherine (1993). “Issues in the acquisition of the Sesotho tonal Unpublished Doctoral Dissertation, University of Arizona. system.” Journal of Child Language 20: 275-301. Crisma, Paula (1993). “On the acquisition of WH-questions in French.” Demuth, Katherine (1994). “On the underspecification of functional GenGenP 0: 115-122. categories in early grammars.” Syntactic Theory and first language de Haan, Ger and K. Tuijman (1988). “Missing subjects and objects in child acquisition: cross-linguistic perspectives. B. Lust, M. Suner and J. grammar.” Language Development. P. Jordens and J. Lalleman Whitman (Eds). Hillsdale, NJ, Lawrence Erlbaum Associates. (Eds). Dordrecht, Foris: 101-122. Demuth, Katherine (1995). “Questions, relatives and minimal projection.” Deen, Kamil Ud (1997). “The interpretation of root infinitives in English: Language Acquisition 4(1&2): 49-71. is eventivity a factor?” Term Paper, UCLA. Demuth, Katherine and J. Gruber (1995). “Constraining XP sequences.” Deen, Kamil Ud (1999). “Swahili verbal complexes: Morphology from Niger-Congo Syntax and semantics 6. V. Manfredi and K. Syntax.” Qualifying Paper, UCLA. Reynolds (Eds). Boston, Boston University African Studies Center. Deen, Kamil Ud (2001). “The Acquisition of Swahili verbal morphology”. Demuth, Katherine (1998). “Argument structure and the acquisition of G.A.L.A., Palmela, Portugal. Sesotho applicatives.” Linguistics 36(4): 781-806. Duffley, Patrick (1992). The English Infinitive. London, Longman. Duran, James (1975). “The Role of Swahili in a Multilingual Rural Community in Kenya.” Unpublished Doctoral Dissertation, Stanford University. 163 Echols, Catharine and Elissa Newport (1992). “The role of Stress and Guilfoyle, Eithne (1984). “The acquisition of tense and the emergence of position in determining first words.” Language Acquisition 2: 189- lexical subjects in child English.” The McGill Working Papers in 220. Linguistics 2(1): 20-30. Elbers, Loekie and Frank Wijnen (1992). “Effort, Production Skill, and Guthrie, Malcolm (1948). The classification of the Bantu languages. Language Learning.” Phonological Development: Models, London, International African Institute. Research, Implications. C. Ferguson, L. Menn and C. Stoel- Gutman, Eynat (1999). “Null Subjects: A theory of syntactic and Gammon (Eds). Timonium MD, York Press: 337-368. discourse-identification.” Unpublished Doctoral Dissertation, Enç, Murvet (1987). “Anchoring conditions for tense.” Linguistic Inquiry University of Delaware. 18: 633-657. Haddon, E. (1955). Swahili Lessons. Cambridge, W. Heffer and Sons. Ferdinand, Astrid (1996). The development of Functional categories: The Haegeman, Liliane (1994). “Root Infinitives, Tense and truncated acquisition of the subject in French. Dordrecht, ICG Printing. structures.” Language Acquisition 4(3): 205-255. Feurer, H. (1980). “The Acquisition of Mohawk: Observations of First Haegeman, Liliane (1996). “Root infinitives, clitics and
Load more

Recommended publications
  • Two-Word Utterances Chomsky's Influence
    Two-Word Utterances When does language begin? In the middle 1960s, under the influence of Chomsky’s vision of linguistics, the first child language researchers assumed that language begins when words (or morphemes) are combined. (The reading by Halliday has some illustrative citations concerning this narrow focus on “structure.”) So our story begins with what is colloquially known as the “two-word stage.” The transition to 2-word utterances has been called “perhaps, the single most disputed issue in the study of language development” (Bloom, 1998). A few descriptive points: Typically children start to combine words when they are between 18 and 24 months of age. Around 30 months their utterances become more complex, as they add additional words and also affixes and other grammatical morphemes. These first word-combinations show a number of characteristics. First, they are systematically simpler than adult speech. For instance, function words are generally not used. Notice that the omission of inflections, such as -s, -ing, -ed, shows that the child is being systematic rather than copying. If they were simply imitating what they heard, there is no particular reason why these grammatical elements would be omitted. Conjunctions (and), articles (the, a), and prepositions (with) are omitted too. But is this because they require extra processing, which the child is not yet capable of? Or do they as yet convey nothing to the child—can she find no use for them? Second, as utterances become more complex and inflections are added, we find the famous “over-regularization”—which again shows, of course, that children are systematic, not simply copying what they here.
    [Show full text]
  • Language in Mind : Advances in the Study of Language and Thought
    Language in Mind This page intentionally left blank Language in Mind Advances in the Study of Language and Thought edited by Dedre Gentner and Susan Goldin-Meadow A Bradford Book The MIT Press Cambridge, Massachusetts London, England ( 2003 Massachusetts Institute of Technology All rights reserved. No part of this book may be reproduced in any form by any electronic or mechanical means (including photocopying, recording, or informa- tion storage and retrieval) without permission in writing from the publisher. This book was set in Sabon on 3B2 by Asco Typesetters, Hong Kong. Printed and bound in the United States of America. Library of Congress Cataloging-in-Publication Data Language in mind ; advances in the study of language and thought / edited by Dedre Gentner and S. Goldin-Meadow. p. cm. ‘‘A Bradford book.’’ Includes bibliographical references and index. ISBN 0-262-07243-2 (hc. : alk. paper)—ISBN 0-262-57163-3 (pbk. : alk. paper) 1. Psycholinguistics. 2. Cognition. I. Gentner, Dedre. II. Goldin, Susan. P37 .L357 2003 4010.9—dc21 2002029578 Contents Contributors vii Acknowledgments ix I Introduction 1 Whither Whorf 3 Dedre Gentner and Susan Goldin-Meadow II Position Statements 15 1 Languages and Representations 17 Eve V. Clark 2 Language and Mind: Let’s Get the Issues Straight! 25 Stephen C. Levinson 3 The Key Is Social Cognition 47 Michael Tomasello III Language as Lens: Does the Language We Acquire Influence How We See the World? 59 4 Sex, Syntax, and Semantics 61 Lera Boroditsky, Lauren A. Schmidt, and Webb Phillips 5 Speaking versus Thinking about Objects and Actions 81 Barbara C.
    [Show full text]
  • Chapter 2: First Language Acquisition
    King Abdul Aziz University Applied Linguistics /LANE 423 Department of European Languages and Literature Sections: AC 16-18 March 2008 First Language Acquisition References: Brown, D. H. (2000). Principles of language learning & teaching. (4th ed.). New York: Longman. (pp. 20-27) Lightbown, P.M. & Spada, N. (1993). How Languages are Learned. Oxford University Press. (pp. 1-8) Children have a remarkable ability to communicate: . Small babies: children babble and coo and cry and vocally and nonvocally send messages and receive messages. End of first year: children start to imitate words and speech sounds and about this time use their first words. 18 months: their vocabulary in terms of words has increased and are beginning to use 2-word 3-word utterances (known as “telegraphic utterances”). 3 years: Children can comprehend an incredible quantity of linguistic input, they chatter nonstop . School age: Children start to internalize increasingly complex structures, expand their vocabulary and sharpen their communication skills and they also learn the social functions of their language. Three Positions in First Language Acquisition . Behavioristic Position . Nativist Position . Functional Position Behavioristic Approach Characteristics: . Children come into this world with a tabula rasa (a clean slate bearing no preconceived notions about the world or about language) and that these children are then shaped by the environment and slowly conditioned through various schedules of reinforcement. Language is a fundamental part of total human behavior. This approach focused on the immediately perceptible aspects of linguistic behavior-the publicly observable responses-and the relationships or associations between those responses and events in the world surrounding them.
    [Show full text]
  • And Post-Doctoral Students with Backgrounds in Linguistics And, Thesocial Sciences
    DOCUMENT RESUME ED 029 294 AL 001 940 By-Ervin-Tripp. Susan Summer Workshops in Sociolinguistics:Research on Children's Acquisition of CommunicativeCompetence. California Univ.. Berkeley.: Social Science ResearchCouncil. New York. N.Y. Committee on Sociolinguistics. Pub Date Jun 69 Note- 5p. Available from-Limited number of copiesavailable from the Social Science ResearchCouncil. 230 Park Avenue, New York. N.Y. 10017. Journal Cit-Items: v23 n2 Jun 69 EDRS Price MF-$0.25 HC-$0.35 Descriptors- Child Language. °CrossCultural Studies. Cultural Differences. DoctoralPrograms. Intercultural Programs. Interdisciplinary Approach.Language Usage. Nonverbal Communication. ResearchDesign. Research Methodology.Sociocultural Patterns.Sociolinguistics. Student Research. Summer Workshops. Verbal Commuira*7-tion During the summer of1968 a special summer program insociolinguistics (Language. Society, and theChild') was held at the University ofCalifornia. Berkeley. This program grew out of theresearch on 'children's language acquisition in avariety of cultures* which has beenunderway at that institutionfor four years. Originally it was planned torestrict the program to32 pre- and post-doctoral students with backgrounds in linguistics and, thesocial sciences. Among these were sevenwho had recently returned from makingfieldstudies. guided by the 'Field Manualfor Cross-Cultural Study of theAcquisition of Communicative Competence*(ED 015 434). The participants attended fourworkshops. each restricted to eight participants: one on child grammar.two on sociolinguistics.and
    [Show full text]
  • Russians Abroad-Gotovo.Indd
    Russians abRoad Literary and Cultural Politics of diaspora (1919-1939) The Real Twentieth Century Series Editor – Thomas Seifrid (University of Southern California) Russians abRoad Literary and Cultural Politics of diaspora (1919-1939) GReta n. sLobin edited by Katerina Clark, nancy Condee, dan slobin, and Mark slobin Boston 2013 Library of Congress Cataloging-in-Publication Data: The bibliographic data for this title is available from the Library of Congress. Copyright © 2013 Academic Studies Press All rights reserved ISBN 978-1-61811-214-9 (cloth) ISBN 978-1-61811-215-6 (electronic) Cover illustration by A. Remizov from "Teatr," Center for Russian Culture, Amherst College. Cover design by Ivan Grave. Published by Academic Studies Press in 2013. 28 Montfern Avenue Brighton, MA 02135, USA [email protected] www.academicstudiespress.com Effective December 12th, 2017, this book will be subject to a CC-BY-NC license. To view a copy of this license, visit https://creativecommons.org/licenses/by-nc/4.0/. Other than as provided by these licenses, no part of this book may be reproduced, transmitted, or displayed by any electronic or mechanical means without permission from the publisher or as permitted by law. The open access publication of this volume is made possible by: This open access publication is part of a project supported by The Andrew W. Mellon Foundation Humanities Open Book initiative, which includes the open access release of several Academic Studies Press volumes. To view more titles available as free ebooks and to learn more about this project, please visit borderlinesfoundation.org/open. Published by Academic Studies Press 28 Montfern Avenue Brighton, MA 02135, USA [email protected] www.academicstudiespress.com Table of Contents Foreword by Galin Tihanov .......................................
    [Show full text]
  • John Joseph Gumperz (1922–2013)
    AMERICAN ANTHROPOLOGIST OBITUARY dissertation work was on third-generation bilingual speakers of Swabian dialects in Washtenaw County, Michigan, where he discovered three distinct dialects that had evolved focused on distinct Lutheran synods. His doctorate was awarded in 1954. By this time, Gumperz had moved to a post in modern languages at Cornell, where he soon joined a Ford Foun- dation project fostering interdisciplinary development stud- ies in India, combining anthropology, linguistics, sociology, political science, and economics. The project had a base at Deccan College, Pune, where in 1954–56 Gumperz came into contact with Charles Ferguson and William Bright. He focused on the dialects of Hindi in the village of Khalapur in the far north of Uttar Pradesh. As in his PhD work, he found that dialects cannot be explained mechanically in terms of barriers to communication; instead, they require a consideration of social motivations. His two years in India convinced him of the importance of combining linguistics with a study of social structure and process. He went on to coedit a volume on linguistic diversity in South Asia (Ferguson and Gumperz 1960), which in retrospect can A studio portrait of John Gumperz. (Photo courtesy of public be viewed as the first major collection in the new field of domain) sociolinguistics.1 By 1956, Gumperz had moved to the University of John Joseph Gumperz (1922–2013) California at Berkeley, initially as a Hindi instructor. There John Joseph Gumperz, one of the founding fathers of so- he was soon surrounded by many scholars interested in the ciolinguistics and modern linguistic anthropology, died on social foundations of language, including Susan Ervin-Tripp, March 29, 2013, in Santa Barbara, California.
    [Show full text]
  • The Child Language Data Exchange System: an Update*
    J. Child Lang. 17 (1990), 457-472. Printed in Great Britain The Child Language Data Exchange System: an update* BRIAN MACWHINNEY Carnegie Mellon University AND CATHERINE SNOW Harvard University (Received 9 August 1989) ABSTRACT In a previous issue of this Journal, MacWhinney & Snow (1985) laid out the basic sketch for an international system for exchanging and analysing child language transcript data. This system - the Child Language Data Exchange System (CHILDES) - has developed three major tools for child language research: (1) the CHILDES database of transcripts, (2) the CHAT system for transcribing and coding data, and (3) the CLAN programs for analysing CHAT files. Here we sketch out the current shape of these three major tools and the organizational form of the CHILDES system. A forthcoming book (MacWhinney, in press) documents these tools in detail. INTRODUCTION Child language research thrives on naturalistic data - data collected from spontaneous interactions in naturally occurring situations. However, the process of collecting, transcribing, and analysing naturalistic data is ex- tremely time-consuming and often quite unreliable. To improve this process, the Child Language Data Exchange System (CHILDES) has developed tools that facilitate the sharing of transcript data, increase the reliability of transcription, and automate the process of data analysis. These new tools are bringing about such significant changes in the way in which research is conducted in the child language field that researchers who deal with naturalistic data will want to understand the nature of these new tools. An initial outline of the CHILDES system was provided by MacWhinney & [•] Address for correspondence: Brian MacWhinney, Department of Psychology, Carnegie Mellon University, Pittsburgh, Pennsylvania 15213, USA.
    [Show full text]
  • Feeling Languages: “A Diaspora of Selves” Among Bi- and Multi-Lingual Students at the University of Colorado Boulder
    LaChapelle 1 Feeling Languages: “A Diaspora of Selves” Among Bi- and Multi-lingual Students at the University of Colorado Boulder Chloe LaChapelle Department of Anthropology, University of Colorado Boulder 8 April 2019 Advisor Kira Hall – Department of Anthropology, Linguistics Committee Members Esther Brown – Department of Spanish Abby Hickcox – Arts & Sciences Honors Program Kaifa Roland – Department of Anthropology LaChapelle 2 Table of Contents Acknowledgements ........................................................................................................................... 3 1.0 – Introduction ............................................................................................................................. 4 1.1 – Personal statement of intent ................................................................................................. 5 1.2 – Brief Outline .......................................................................................................................... 7 2.0 – Past Scholarship ...................................................................................................................... 8 2.1 – Critiques – Languages Do Not Affect Us ........................................................................... 12 2.2 – Language & Identity ............................................................................................................ 14 2.3 – Language & Cognition .......................................................................................................
    [Show full text]
  • Dissertations, Department of Linguistics
    UC Berkeley Dissertations, Department of Linguistics Title Constructional Grounding: The Role of Interpretational Overlap in Lexical and Constructional Acquisition Permalink https://escholarship.org/uc/item/6nq6b18j Author Johnson, Christopher Publication Date 1999 eScholarship.org Powered by the California Digital Library University of California Constructional grounding: The role of interpretational overlap in lexical and constructional acquisition by Christopher Ronald Johnson B.A. (University of Chicago) 1987 M.A. (University of California, Berkeley) 1993 A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Linguistics in the GRADUATE DIVISION of the UNIVERSITY OF CALIFORNIA, BERKELEY Committee in charge: Professor Charles J. Fillmore, Chair Professor George P. Lakoff Professor Dan I. Slobin Professor Eve E. Sweetser Fall 1999 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Constructional grounding: The role of interpretational overlap in lexical and constructional acquisition © 1999 by Christopher Ronald Johnson Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Acknowledgments Anyone who has had the chance to participate in the life of the Berkeley linguistics and cognitive science community has a lot of thanking to do. I must start with my dissertation advisor Charles Fillmore. His astounding insight into all issues lexical and grammatical, his kindness and patience, and his sly sense of humor have made my graduate experience enjoyable and deeply rewarding. George Lakoff deserves enormous thanks for being generally excited about ideas, for getting students talking to one another, and for taking such an active interest in my project, which never would have occurred to me if it weren’t for his thoughts about the experiential grounding of language.
    [Show full text]
  • Cross-Linguistic Comparisons in Child Language Research
    CROSS- J. Child Lang. 4:1 (81) (2014), 26-37. ({) Cambridge University Press 2014 doi: J O. 10 J 7/803050009 J 4000208 Cross-linguistic comparisons in child language research RUTH A. BERMAN Tel Aviv University ABSTRACTl\;lajor large-scale research projects in the early years of developmental psycholinguistics were English-based, yet even then numerous studies were available or under way in a range of different languages (Ferguson & Slobin, 1973). Since then, the field of cross-linguistic child language research has burgeoned in several directions. First, rich information is now available on the acquisition of dozens of languages from around the world in numerous language families, spearheaded by the five-volume series edited by Slob in (1985-1997) and complemented by in-depth examination of specific constructions- e.g. causative alternation, motion verbs, passive voice, subject elision, noun compounding _ in various languages, culminating in an in-depth examination of the acquisition of ergativity in over a dozen languages (Bavin & Stoll, 2013). A second fruitful direction is the application of carefully comparable designs targeting a range of issues among children acquiring different languages, including: production of early lexico_grammatical constructions (Slob in, 198z), sentence processing comprehension (l\1acWhinney & Bates, 1989), expression of spatial relations (Bowerman, ZOII), discourse construction of oral narratives based on short picture series (Hickmann, zo03) and longer storybooks (Berman & Slobin, 1994), and extended texts in different genres (Berman, zo08). Taken together, research motivated by the question of what is particular and what universal in child language highlights the marked, and early, impact of ambient language typology on processes of language acquisition.
    [Show full text]
  • Chapter 1: Language Learning in Early Childhood
    Applied Linguistics LANE 423 - Fall 2011 Chapter 1: Language Learning in Early Childhood Content adapted from Lightbown and Spada (2006) Copyright © 2011 Haifa Alroqi What is the purpose of this chapter? The first three years: Milestones and developmental sequences • What are developmental sequences? • The order in which certain features of a language (e.g. negation) are acquired in language learning. Also called developmental stages. The first three years: Milestones and developmental sequences • Baby crying • Cooing sounds • Babbling • By twelve months • By the age of two • Telegraphic sentences The first three years: Milestones and developmental sequences Telegraphic sentences! • Why are they called telegraphic? • Because they leave out such things as articles, prepositions, and auxiliary verbs. • Why are they called sentences? • Because even though function words and grammatical morphemes are missing, • the word order reflects the word order of the language they are hearing • the combined words have a meaning relationship that makes them more than just a list of words. The first three years: Milestones and developmental sequences • Word order: Kiss baby # baby kiss • Creatively combine words: More outside = I want to go outside again • Meaning can be interpreted depending on the situation: • Daddy uh-oh = • Daddy fell down • Daddy dropped something • Daddy please do that funny thing where you pretend to drop me off your lap The first three years: Milestones and developmental sequences Developmental stages and cognitive development Temporal adverbs (e.g. tomorrow, last week) = understanding of time Understanding > mastery of the linguistic elements (e.g. Distinguishing between singular and plural before adding plural endings.) Grammatical morphemes • How do children acquire grammatical morphemes in English? Longitudinal study # Cross-sectional study • Longitudinal study: A study in which the same participants are studied over a period of time.
    [Show full text]
  • The Alpha and Omega of Jerome Bruner's Contributions to the Max
    The alpha and omega of Jerome Bruner’s contributions to the Max Planck Institute for Psycholinguistics Willem J.M. Levelt Director Emeritus, Max Planck Institute for Psycholinguistics Presentation at the official opening of the Jerome Bruner Library, January 8th 2020 Today it is exactly 40 years and one week ago that this Max Planck Institute for Psycholinguistics was established here in Nijmegen. That was on January 1st, 1980. President Reimar Lüst performed the opening ceremony on March 18th in our first Institute building, the former Canisius College on Berg en Dalseweg. (Sadly, Reimar Lüst passed away almost exactly forty years later, on March 31st, 2020). However, the Institute has a pre-history. We started as a try-out Max Planck Project Group. That Project group began on September 1st, 1976, consisting of one person, me, plus an electronic typewriter, both located in my Nijmegen Psychology Laboratory office. During the following 5-7 months we rented liberal office space in this Canisius building, appointed secretarial, administrative and technical support staff as well as a 10-person, temporary scientific staff, recruited from various European countries and the United States. We also proudly installed a PDP 11-55 computer. The Project Group was officially opened by President Lüst on May 3rd, 1977 in the presence of numerous Dutch and German officials and a number of world leaders in psycholinguistics, among them Lila and Henry Gleitman, Merrill Garrett, Herb and Eve Clark, 11 The alpha and omega of Jerome Bruner’s contributions . John Marshall, John Morton, Mimi Sinclair and Dan Slobin. And this brings me to my point for today: Another participant in this opening ceremony was Professor Jerome Bruner.
    [Show full text]