Understanding Child Language Acquisition (Understanding Language)

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Similarly, children use gooses as the plural of goose instead of geese, because regular nouns add an -s in the plural. Many factors have led to this hypothesis such as the ease and rapidity of language acquisition despite impoverished input as well as the uniformity of languages.

Understanding Child Language Acquisition

All children will learn a language, and children will also learn more than one language if they are exposed to it. Children follow the same general stages when learning a language, although the linguistic input is widely varied. In addition, children do not produce sentences that could not be sentences in some human language. The principles of Universal Grammar underlie the specific grammars of all languages and determine the class of languages that can be acquired unconsciously without instruction.

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It is the genetically determined faculty of the left hemisphere, and there is little doubt that the brain is specially equipped for acquisition of human language. During this critical period, language learning proceeds quickly and easily. After this period, the acquisition of grammar is difficult, and for some people, never fully achieved. Cases of children reared in social isolation have been used for testing the critical age hypothesis.

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None of the children who had little human contact were able to speak any language once reintroduced into society. Even the children who received linguistic input after being reintroduced to society were unable to fully develop language skills.

Understanding Child Language Acquisition (Understanding Language)

These cases of isolated children, and of deaf children, show that humans cannot fully acquire any language to which they are exposed unless they are within the critical age. Beyond this age, humans are unable to acquire much of syntax and inflectional morphology.

Understanding Child Language Acquisition by Caroline Rowland

Rather than just describing what children can do at different ages Rowland explains why these research findings are important and what they tell us about how children acquire language. Key features include: Cross-linguistic analysis of how language acquisition differs between languages A chapter on how multilingual children acquire several languages at once Exercises to test comprehension Chapters organised around key questions that summarise the critical issues posed by researchers in the field, with summaries at the end Further reading suggestions to broaden understanding of the subject With its particular focus on outlining key similarities and differences across languages and what this cross-linguistic variation means for our ideas about language acquisition, Understanding Child Language Acquisition forms a comprehensive introduction to the subject for students of linguistics, psychology and speech and language therapy.

Students and instructors will benefit from the comprehensive companion website that includes a students' section featuring interactive comprehension exercises, extension activities, chapter recaps and answers to the exercises within the book. Material for instructors includes sample essay questions, answers to the extension activities for students and a Powerpoint including all the figures from the book.


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  • Avbryt Send e-post. Understanding Child Language Acquisition Caroline Rowland Taking an accessible and cross-linguistic approach, Understanding Child Language Acquisition introduces readers to the most important research on child language acquisition over the last fifty years, as well as to some of the most influential theories in the field. Les mer. Om boka Taking an accessible and cross-linguistic approach, Understanding Child Language Acquisition introduces readers to the most important research on child language acquisition over the last fifty years, as well as to some of the most influential theories in the field.

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