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This volume focuses on different aspects of language development. The contributions are concerned with similarities and differences between first and second language acquisition, the acquisition of sentence structure and functional categories, cross-linguistic influence in bilingual first language acquisition as well as the relation between language acquisition, language contact and diachronic change. The recurrent topic of the volume is the link between linguistic variation and the limitation of structural variability in the framework of a well-defined theory of language. In this respect, the volume opens up new perspectives for future research.
Author : Joan Bybee Publisher : University of Chicago Press Page : 420 pages File Size : 26,40 MB Release : 1994-11-15 Category : Language Arts & Disciplines ISBN : 0226086658
Joan Bybee and her colleagues present a new theory of the evolution of grammar that links structure and meaning in a way that directly challenges most contemporary versions of generative grammar. This study focuses on the use and meaning of grammatical markers of tense, aspect, and modality and identifies a universal set of grammatical categories. The authors demonstrate that the semantic content of these categories evolves gradually and that this process of evolution is strikingly similar across unrelated languages. Through a survey of seventy-six languages in twenty-five different phyla, the authors show that the same paths of change occur universally and that movement along these paths is in one direction only. This analysis reveals that lexical substance evolves into grammatical substance through various mechanisms of change, such as metaphorical extension and the conventionalization of implicature. Grammaticization is always accompanied by an increase in frequency of the grammatical marker, providing clear evidence that language use is a major factor in the evolution of synchronic language states. The Evolution of Grammar has important implications for the development of language and for the study of cognitive processes in general.
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.
How do children achieve adult grammatical competence? How do they induce syntactical rules from the bewildering linguistic input that surrounds them? The major debates in language acquisition theory today focus not on whether there are some sensitivities to syntactic information but rather which sensitivities are available to children and how they might be translated into the organizing principles that get syntactic learning off the ground. The Origins of Grammar presents a synthesis of work done by the authors, who have pioneered one of the most important methodological advances in language learning in the past decade: the intermodal preferential looking paradigm, which can be used to assess lexical and syntactic knowledge in children as young as 13 months. In addition to drawing together their groundbreaking empirical work, the authors use these results to describe a theory of language learning that emphasizes the role of multiple cues and forces in development. They show how infants shift their reliance on different aspects of the linguistic input, moving from a bias to attend to prosodic information to a reliance on semantic information, and finally to a reliance on the syntax itself. Viewing language acquisition as the product of a biased learner who takes advantage of the information available from a variety of sources in his or her environment, The Origins of Grammar provides a new way of thinking about the process of language comprehension. The analysis borrows insights from theories about the development of mental models, models of early cognitive development and systems theory, and is presented in a way that will be accessible to cognitive and developmental psychologists.
Taking a broadly chronological approach, this volume of original essays traces the origins of the concept of 'grammar'. In doing so, it charts the social, moral and cultural factors that have shaped the development of grammar from antiquity, via the Middle Ages, Renaissance and Modern Europe, to current education systems and language learning pedagogy. The chapters examine key turning points in the history of language teaching epistemology, focusing on grammar for 'foreign' language teaching across different European cultural contexts. Bringing together leading scholars of classical and modern languages education, this book offers the first single-source reference on the evolving concept of grammar across cultural and linguistic borders in Western language education. It therefore represents a valuable resource for teachers, teacher-educators and course designers, as well as students and scholars of historical linguistics, and of second and foreign language education.
This book presents a general overview of our current knowledge of language development in children. All the principal strands of language development are covered, including phonological, lexical, syntactic and pragmatic development; bilingualism; precursors to language development in infancy; and the language development of children with developmental disabilities, including children with specific language impairment. Written by leading international authorities, each chapter summarises clearly and lucidly our current state of knowledge, and carefully explains and evaluates the theories which have been proposed to account for children's development in that area.
The Arabic grammatical tradition is one of the great traditions in the history of linguistics, yet it is also one that is comparatively unknown to modern western linguistics. The purpose of the present book is to provide an introduction to this grammatical tradition not merely by summarizing it, but by putting it into a perspective that will make it accessible to any linguist trained in the western tradition. The reader should not by put off by the word ‘medieval’: Arabic grammatical theory shares a number of fundamental similarities with modern linguistic theory. Indeed, one might argue that one reason Arabic theory has gone unappreciated for so long is that nothing like it existed in the West at the time of its ‘discovery’ by Europeans in the 19th century, when the European orientalist tradition was formed, and that it it only with the development of a Saussurean and Bloomfieldian structural tradition that a better perspective has become possible.
The Growing up with Grammar series and its adjunct, the Primary Grammar Dictionary, are at the cutting edge of modern practice in the teaching of English grammar in the primary school. The four student books cover the development of necessary grammatical knowledge, from the early years to the end of the junior school in a practical and readily accessible form. The grammar is taught within the context of use, across a spectrum of literary and factual text types, and insights on modern grammar beyond the sentence are included. The series has been carefully researched and is written by one of the most published authors in the field of primary school English in Australia.
A guide to English grammar and usage for the twenty-first century, pairing grammar rules with interesting and humorous quotations from American popular culture.