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Titolo: |
Language acquisition across linguistic and cognitive systems / / edited by Michele Kail, Maya Hickmann
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Pubblicazione: | Amsterdam ; ; Philadelphia, : John Benjamins Pub. Company, 2010 |
Edizione: | 1st ed. |
Descrizione fisica: | vii, 330 p |
Disciplina: | 401/.93 |
Soggetto topico: | Language acquisition |
Language and languages - Study and teaching | |
Altri autori: |
KailMichele
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Note generali: | Bibliographic Level Mode of Issuance: Monograph |
Nota di bibliografia: | Includes bibliographical references and index. |
Nota di contenuto: | Language Acquisition across Linguistic and Cognitive Systems -- Editorial page -- Title page -- LCC data -- Table of contents -- Introduction: New perspectives in the study of first and second language acquisition -- 1. Introduction -- 2. Language acquisition: The debates -- 3. Coverage and aims of the volume -- 3.1 Intersciplinary perspectives on language acquisition -- 3.2 Multiple facets of linguistic competence in a large developmental age range -- 3.3 Comparative perspectives: Acquisition across languages -- 3.4 Comparative perspectives: Acquisition across learners -- 3.5 Intra- and inter-individual variations in typical development -- 3.6 Language disorders and atypical development -- 4. Contents of the volume -- 4.1 Part I - The emergence and dynamics of language acquisition and language disorders -- 4.2 Part II - First language acquisition: universals and linguistic diversity -- 4.3 Part III - Bilingualism and second language acquisition: A multidisciplinary perspective -- 5. Concluding remarks -- References -- Part I. Emergence and dynamics of language acquisition and disorders -- 1. A tale of two paradigms -- 1. Introduction -- 2. Eight core issues -- 3. Mechanisms of emergence -- 4. Seven timeframes -- 5. Why the paradigm shift? -- 5.1 Corpora -- 5.2 Multimedia -- 5.3 Neural network models -- 5.4 Imaging -- 5.5 Neuroscience -- 5.6 In vivo learning -- 6. Conclusion -- References -- 2. Dynamic systems methods in the study of language acquisition -- 1. Introduction -- 2. What does dynamic systems theory entail? -- 3. A somewhat more technical definition of "dynamic system" -- 4. Categories (versus/and) continuities: A view from dynamic systems theory -- 5. Dynamic uncertainties … -- 6. Transitions in early language development: A case study -- 6.1 The nature of generating mechanisms? -- 6.2 Data and method. |
6.3 Evidence of stage transitions? -- 7. Conclusion -- References -- 3. Early bootstrapping of syntactic acquisition -- 1. Introduction -- 2. Phrasal prosody constrains syntactic analysis -- 3. Function words signal the syntactic category of the following content words -- 4. Building a 'syntactic skeleton' with phrasal prosody and function words -- 5. Conclusion -- References -- 4. Language acquisition in developmental disorders -- 1. Introduction -- 2. Language as a learning problem -- 3. The case of language development in Williams syndrome -- 4. The case of language development in Specific Language Impairment -- 5. Conclusion -- Acknowledgements -- References -- Part II. First language acquisition: Universals and diversity -- 5. Language development in a cross-linguistic context -- 1. Introduction -- 2. Morphological development -- 3. Learning argument structure -- 4. Crosslinguistic modelling -- 5. The significance of cross-cultural differences in language learning environments -- 6. Conclusions -- Acknowledgements -- References -- 6. A typological approach to first language acquisition -- 1. Introduction -- 2. Typology -- 3. Developmental approach -- 4. First typological differences in acquisition -- 5. Language types -- 6. Conclusion -- References -- 7. Linguistic relativity in first language acquisition -- 1. Introduction: Language and cognition -- 1.1 Motion across languages: Lexicalization and grammaticalization -- 1.2 Cognitive implications -- 2. The acquisition of spatial language -- 2.1 Voluntary motion -- 2.2 Caused motion -- 2.3 The emergence of spatial language -- 3. Discussion -- 4. Concluding remarks -- References -- 8. On the importance of goals in child language -- 1. Introduction -- 2. Preference for goals in earliest usage -- 3. Goal preference in learning artificial spatial markers. | |
4. Spatial language in a spatially challenged population: Williams syndrome -- 5. Conclusion -- References -- 9. Promoting patients in narrative discourse -- 1. Introduction -- 2. Event construal: Topics, agency and event view -- 3. Topics in discourse development -- 4. Word order and obligatory subjects -- 5. Constructions for topicalizing patients -- 6. Methodology -- 6.1 The Frog Story -- 6.2 Coding -- 7. Results -- 7.1 Dislocations -- 7.2 Passives -- 7.3 Topicalisation constructions -- 7.4 Summary of the results -- 8. Conclusion -- Acknowledgements -- References -- 10. On-line grammaticality judgments -- 1. Introduction -- 2. Some properties of European Portuguese and French: Agreement and word-order -- 3. Sentence structures and processing hypotheses -- 4. Method -- 5. Results -- 5.1 Undetected violations -- 5.2 Detection times -- 6. Discussion and conclusion -- References -- 11. The expression of finiteness by L1 and L2 learners of Dutch, French, and German -- 1. Introduction -- 2. The case of auch -- 3. Other candidates for the left bracket in L1 -- 3.1 Methodology -- 3.2 L1 utterances: German and Dutch -- 3.3 L1 utterances: French -- 4. Summary and hypothesis -- 5. Towards a definition of semantic finiteness -- 6. Adult learners -- 7. Discussion and conclusion -- References -- Part III. Bilingualism and second language acquisition -- 12. Age of onset in successive acquisition of bilingualism -- 1. Introduction: The language making capacity -- 2. Simultaneous and successive acquisition of bilingualism -- 2.1 Simultaneous acquisition of two or more languages -- 2.2 Successive acquisition of bilingualism: The Fundamental Difference Hypothesis -- 3. Sensitive periods in language development -- 4. Child L2 acquisition: Linguistic evidence -- 5. Child L2 acquisition: Neuropsychological evidence -- 6. Conclusions and open questions. | |
Acknowledgments -- References -- 13. The development of person-number verbal morphology in different types of learners -- 1. Introduction -- 1.1 Verbal morphology in different learner groups -- 1.2 Verbal agreement morphology in French and Swedish -- 1.3 Verbal agreement morphology versus clitic pronouns -- 2. Verbal agreement morphology in adult L2 learners -- 2.1 Spoken French L2 -- 2.2 Written French L2 -- 3. The verbal agreement morphology of bilingual 2L1 children -- 3.1 Data -- 4. Conclusion and discussion -- Acknowledgements -- References -- 14. Re-thinking the bilingual interactive-activation model from a developmental perspective (BIA-d) -- 1. Introduction -- 2. The Bilingual Interactive-Activation (BIA) model -- 3. Evidence for cross-language interference -- 4. Language switching and the BIA-model -- 5. Second language vocabulary acquisition -- 6. Developmental Bilingual Interactive-Activation (BIA-d) -- 7. Current research perspectives -- References -- 15. Foreign language vocabulary learning -- 1. Introduction -- 2. Word-type effects on vocabulary acquisition and retention -- 3. Explaining the data -- 3.1 Concreteness and word frequency -- 3.2 FL typicality -- 3.3 Cognate status -- 3.4 Differential forgetting -- 4. Conclusion -- References -- 16. Cerebral imaging and individual differences in language learning -- 1. Introduction -- 2. Conclusion -- References -- 17. The cognitive neuroscience of second language acquisition and bilingualism -- 1. Introduction -- 2. Factors that matter -- 2.1 Psycho(bio)logical factors influencing bilingual brain organisation -- 2.2 Linguistic factors influencing bilingual brain organization -- 2.3 Socio-cultural factors influencing bilingual brain organization -- 2.4 Biological factors influencing bilingual brain organization -- 3. Proficiency level - Concluding remarks -- References -- Index of languages. | |
Index of subjects -- The series Language Acquisition and Language Disorders. | |
Sommario/riassunto: | How and why do all children learn language? Why do some have difficulties while others are early language learners? What are the consequences of early bilingualism? Is it possible to reach native-like competence in a foreign language? Although we still cannot fully answer these questions, research during the last two decades has begun to solve some pieces of the puzzle. This book proposes an interdisciplinary collection of writings from some of the best specialists across several fields in cognitive science, offering a wide sample of recent advances in the study of first language acquisition, bilingualism, second language acquisition, and disorders of oral language. It is addressed to all researchers and students interested in language acquisition, as well as to teachers, clinicians and parents, who will find therein many new findings and varied methodological approaches, as well as challenging questions that are still debated and in need of further research. |
Titolo autorizzato: | Language acquisition across linguistic and cognitive systems ![]() |
ISBN: | 1-282-97693-1 |
9786612976933 | |
90-272-8756-2 | |
Formato: | Materiale a stampa ![]() |
Livello bibliografico | Monografia |
Lingua di pubblicazione: | Inglese |
Record Nr.: | 9910817670903321 |
Lo trovi qui: | Univ. Federico II |
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