音像儿童语言发展引论(英)苏珊·H.福斯特·科恩

  
Preface: How to use this book xix




Acknowledgements xxiii










1 What do children bring to the language acquisition task? 1




Chapter summary 1




Introduction 1




Two different approaches 4




Comece versus performance 9




Some recurring questions 10




Some premises 11




estions for discussion 13




An activity 13




Further reading 14










2 How do children communicate before they can use language? 16




Chapter summary 16




Clues for understanding 16




Facial expressions 17




Cries, coos and grunts 19




Infant speech perception 20




Babbling 22




The transition to language 24




First words 26




Gestures 27




Language and gesture 28




Discussion of in-text exercises 30




estions for discussion 31




Some activities 31




Solutions to and comments on discussion questions and activities 32




Further reading 34










3 When does language development start? 35




Chapter summary 35




Whats in a word? 35




Meaning through word and context 39




Early vocabulary 42




Semantic descriptions of early utterances 44




Arguments for a richer account of early utterances 46




To be or not to be a language 52




Discussion of in-text exercises 53




estions for discussion 57




Some activities 57




Solutions to and comments on discussion questions and activities 60




Further reading 61










4 How do young children think language works? 62




Chapter summary 62




Looking at children’s language 62




Analysing children’s language 67




Discussion of in-text exercises 87




estions for discussion 89




Some activities 89




Solutions to and comments on discussion questions and activities 92




Further reading 93










5 What influences language development? 95




Chapter summary 95




What is inpundhw much is enough? 95




Input at the right time: the ‘critical period’ 96




Is active communication necessary? 97




The nature of Baby Talk 98




The value of Baby Talk 100




Universal Grammar 107




Words are more cunning than they let on 110




Discussion of in-text exercises 114




estions for discussion 114




An activity 115




Solutions to and comments on discussion questions and activity 116




Further reading 117










6 Do all children learn language the same way? 119




Chapter summary 119




Types of variation 119




Different endpoints 120




Differences in path of development 129




Differences in rate of development 138




Discussion of in-text exercises 140




estions for discussion 140




Some activities 141




Solutions to and comments on discussion questions 142




Further reading 143










7&es;De it matter which language(s) you learn? 144




Chapter summary 144




Introduction 144




So what’s so very different，anyway? 145




A parameter theory o anuage acquisition 148




How do children become bilingual? 154




Discussion of in-text exercises 164




estions for discussion 165




Some activities 165




Solutions to and comments on discussion questions and activities 167




Further reading 169










8 When does language development stop? 171




Chapter summary 171




Later oral language development 171




Pragmatic aspects of later language development 176




Basic steps in learning to read 179




Basic steps in learning to write 181




Metalinguistic development 183




Discussion of in-text exercises 196




estions for discussion 198 




Some activities 199




Solutions to and comments on discussion questions and activities 201




Further reading 202










Appendix 1 Tools for studying children’s language 203




Transcription 203




Mean Length of Utterance calculations 205




T-unit calculations 206




Some dos and donts of research design 207




Finding data 208




Bulletin boards 209




Journals in child language 209




Associations 210




Conferences 210




Further reading 210










Appendix 2 Phonetic symbols 211




Consonants 212




Vowels 213




Other symbols 213










Bibliography 214




Index 229