AN INTRODUCTION TO CHILD LANGUAGE DEVELOPMENT. Susan H. Foster-Cohen. London: Longman, 1999. Pp. xv + 232. £13.99 paper.

2001 ◽  
Vol 23 (3) ◽  
pp. 420-422
Author(s):  
Usha Lakshmanan
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Child Language ◽  
Language Research ◽  
Child Language Acquisition ◽  
Key Issues ◽  
Theory Of Language ◽  
Single Approach

This book is an excellent introduction to the field of child language development. It demonstrates the need for both a theory of language development and reliable speech and comprehension data in child language research. As Foster-Cohen states in the preface to the book, the adoption of only a single approach, as opposed to a combination of different approaches, is unlikely to lead to a productive understanding of child language acquisition. The book successfully adopts the perspectives of both the empiricist and the rationalist traditions in its treatment of key issues.

scholarly journals Parental Speech as Linguistic Input for Children

2018 ◽  
Author(s):  
Riana Agustin Tindjabate
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Child Language ◽  
Language Skills ◽  
Family Factors ◽  
Child Language Acquisition ◽  
Linguistic Input ◽  
The Brain

Child language acquisition is influenced by many factors including family factors. Chomsky theories on child language acquisition say that a child born with language skills that are hardwired in the brain. The system will work optimally with the development age of the child so that the child does not need others to help his language development. It is not fully accepted by other linguists because some people think that the parents are very instrumental factor in the development of children's language. This study focuses on the input of parents were given to children in linguistic through interaction and methods of reading the story.

Consonant Clusters—Some Thoughts: Comment on Velta Rūķe-Draviņa's paper

1990 ◽  
Vol 13 (2) ◽  
pp. 165-168
Author(s):  
Catherine E. Snow
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Child Language ◽  
Target Language ◽  
Consonant Clusters ◽  
Specific Language ◽  
Acquisition Process ◽  
Frequent Use ◽  
Child Language Acquisition

In her paper “The acquisition process of consonantal clusters in the child: some universal rules?”, Velta Rūķe-Draviņa focuses on one of the oldest and most persistent issues in language development—the degree to which order of acquisition is governed by universals. An alternative way of formulating her question is: does one do a better job of predicting features of child language acquisition from knowing about the specific language being learned or from knowing about characteristics of all the world's languages? Suppose the language to be learned makes frequent use of a structure that is relatively rare in the world's languages, and thus presumably highly marked? Will the child learn the structure in question early because of its importance in the target language, or late because of its markedness?

scholarly journals Kasus Pemerolehan Bahasa Jepang

2012 ◽  
Vol 10 (2) ◽  
Author(s):  
Ilvan Roza
Keyword(s):  
Language Acquisition ◽  
Language Development ◽  
Social Life ◽  
Child Language ◽  
Child Language Acquisition ◽  
Local Languages

The child is given the ability to learn language at birth, starting from the words spoken by their parents or from others around him. Stage by stage the development of child language acquisition increases, beginning from mimicking and repeating the words and the sounds he heard. In addition, children’s language development is also influenced by circumstances of social life. In addition, it is also influenced by a variety of local languages in stages according to the place where parents and the child live Kata Kunci: pemerolehan, bahasa, psikolinguistik

scholarly journals Acquisition, Loss and Innovation in Chuquisaca Quechua—What Happened to Evidential Marking?

Languages ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 76
Author(s):  
Susan E. Kalt
Keyword(s):  
Language Acquisition ◽  
Child Language ◽  
Epistemic Modality ◽  
Reverse Order ◽  
Related Variety ◽  
Child Language Acquisition ◽  
Statistical Studies ◽  
L1 And L2

Variation among closely related languages may reveal the inner workings of language acquisition, loss and innovation. This study of the existing literature and of selected interviews from recent narrative corpora compares the marking of evidentiality and epistemic modality in Chuquisaca, Bolivian Quechua with its closely related variety in Cuzco, Peru and investigates three hypotheses: that morpho-syntactic attrition proceeds in reverse order of child language acquisition, that convergence characterizes the emergence of grammatical forms different from L1 and L2 in contact situations, and that the Quechua languages are undergoing typological shift toward more isolating morphology. It appears that reportive -sis disappeared first in Bolivia, with eyewitness/validator -min retaining only the validator function. This finding seems to concord with reverse acquisition since it has previously been claimed that epistemic marking is acquired earlier than evidential marking in Cuzco. Meanwhile, Spanish and Quechua in nearby Cochabamba are claimed to mark reportive evidentiality via freestanding verbs of saying. I explore the reportive use of ñiy ‘to say’ in Chuquisaca as compared to Cochabamba and Cuzco and suggest the need for comparative statistical studies of evidential and epistemic marking in Southern Quechua.

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