This volume aims to provide a broad view of second language acquisition, from initial to final stages. It does this within a comparative perspective that addresses results concerning adult and child learners across a variety of source and target languages, in order to assess the relative weight of cognitive and typological determinants during language learning.
This volume aims to provide a broad view of second language acquisition within a comparative perspective that addresses results concerning adult and child learners across a variety of source and target languages. It brings together contributions at the forefront of language acquisition research that consider a wide range of open questions: What are the precise mechanisms underlying acquisition? How can we characterize learners’ initial state and predict their degree of final achievement? What role do specific (typological) properties of source and target languages play? How does fossilization occur? How does the relative complexity of cognitive systems in adult and child learners affect acquisition? Does language learning influence cognitive organization? Can language learning shed light on our general understanding of human language and language processing?
The result of a conference on language and related cognitive processes in animals, this book brings together scientists working on language and communication, reviews research done on language in apes and dolphins, and places this work in a larger perspective of animal communication and cognition. The conference convened an international group of distinguished scientists interested in exploring the neurological, cognitive, social, and behavioral aspects of communication in animals. A broad spectrum of perspectives was represented, including naturalistic investigations of animals in their natural habitat as well as strictly controlled laboratory investigations. Similarly, a broad range of species was described including rats, parrots, monkeys, apes, dolphins, and humans. New methodologies and perspectives are continuously emerging that allow consideration of issues that previously could not be resolved. Emerging technology such as video equipment and advanced database systems allow one to exhaustively record in an accessible format the evidence on which scientific conclusions must be based. Investigation of animal language and communication is a small, but vigorously exciting area of scientific investigation as the chapters in this volume clearly attest.
In recent years the field has seen an increasing realisation that the full complexity of language acquisition demands theories that (a) explain how children integrate information from multiple sources in the environment, (b) build linguistic representations at a number of different levels, and (c) learn how to combine these representations in order to communicate effectively. These new findings have stimulated new theoretical perspectives that are more centered on explaining learning as a complex dynamic interaction between the child and her environment. This book is the first attempt to bring some of these new perspectives together in one place. It is a collection of essays written by a group of researchers who all take an approach centered on child-environment interaction, and all of whom have been influenced by the work of Elena Lieven, to whom this collection is dedicated.
Developmental research has long focused on regularities in language acquisition, minimizing factors that might be responsible for variation. Although researchers are now increasingly concerned with one or another of these factors, this volume brings together research on three different sources of variation: language-specific properties, the nature of the input to children across contexts, and several aspects of the learners themselves. Chapters explore these sources of variation within an interdisciplinary and comparative approach allying theories and methodologies stemming from linguistics, psycholinguistics, developmental psychology, and neuroscience. The comparative perspective involves different languages, contexts of use, types of learners (first/second language acquisition, monolingual/bilingual learners, autism, language impairment), as well as vocal and visuo-gestural communicative modalities (co-verbal gestures, sign language acquisition). The volume points to the need to enhance interdisciplinary research using complementary methodologies to further examine sources of variation and to integrate variation into a more general developmental theory.
This volume presents recent generative research on the nature of grammars of child second language (L2) acquirers -- a learner population whose exposure to an L2 occurs between the ages of 4 to 8. The main goal is to define child L2 acquisition in relation to other types of acquisition such as child monolingual and bilingual acquisition, adult L2 acquisition, and specific language impairment. This comparative perspective opens up new angles for the discussion of currently debated issues such as the role of Universal Grammar in constraining development, developmental sequences in L2, maturational influences on the 'growth' of grammar, critical period effects for different linguistic domains, initial state and ultimate attainment in relation to length of exposure, and L1-transfer in relation to age of onset. These issues are explored using longitudinal, cross-sectional, and experimental data from L2 children acquiring a range of languages, including Dutch, English, French, and Greek.
An essential handbook for professionals and advanced students in the field. Volume 1 contains comprehensive studies on the acquisition of 15 different languages (from ASL to Samoan) -- written by top researchers on each topic. Volume 2 concentrates on theoretical issues, emphasizing current linguistic and psycholinguistic research. Unique in its approach toward individual languages and in its comparative perspective, this book is a hallmark of a rapidly growing area of interdisciplinary, international research.
The theory of language acquisition is a young but increasingly active field. Language Acquisition and Syntactic Theory presents one of the first detailed studies of comparative syntax acquisition. It is informed by the view that linguists and acquisitionists are essentially working on the same problem, that of explaining grammar learnability. The author takes cross-linguistic data from child language as evidence for recent proposals in syntactic theory. Developments in the structure of children's sentences during the first few years of life are traced to changes in the setting of specific grammatical parameters. Some surprising differences between the early child grammars of French and English are uncovered, differences that can only be explained on the basis of subtle distinctions in inflectional structure. This motivates the author's claim that functional or nonthematic categories are represented in the grammars of very young children. The book also explores the relationship between acquisition and diachronic change in French and English. It is argued that findings in acquisition, when viewed from a parameter setting perspective, provide answers to important questions arising in the study of language change. The book promises to be of interest to all those involved in the formal, psychological or historical study of linguistic knowledge.
Originally published in 1995, this collection of papers introduced a new dimension to the understanding of reading by focusing on the relation between spoken and written language processing. New perspectives on speech and reading are introduced by highlighting aspects of the two linguistic skills that had received little attention in the past. The comparative perspective adopted in this collection presents an innovative focus on speech and the acquisition of alphabetic reading skill. Major new sources of evidence are discussed, like reading in nonconventional input modalities, braille reading, and speech processing in lip-reading. Contributors also discuss the reading process in non-alphabetic orthographies and the specifics of the reading acquisition problem in logographic or mixed writing systems (like Chinese and Japanese) and their relations to underlying speech representations. A central concern of all chapters is the role of phonological processes in different modalities and writings systems, and at different stages in the reading acquisition process. Drawing on expertise of the contributors, the book presents a novel and varied view of the achievements, the promises and the challenges facing the researcher once the intimate link between speech and reading comes to the foreground.
