Preface
Acknowledgements
PART ONE: INFANCY AND PROTOLANGUAGE
Editors Introduction
1 Representing the Child as a Semiotic Being (One Who Means) (1998)
2 Learning How to Mean (1975)
3 Early Language Learning: A Sociolinguistic Approach (1976)
4 A Sociosemiotic Perspective on Language Development (1974)
5 Meaning and the Construction of Reality in Earl Cilhood (1978)
6 The Ontogenesis of Dialogue (1979)
PART TWO: TRANSITION FROM CHILD TONGUE TO MOTHER TONGUE
Editors Introduction
7 Into the Adult Language (1975)
8 The Contribution of Developmental Linguistics to the Interpretation of Language as a System (1980)
9 On the Transition from Child Tongue to Mother Tongue (1983)
10 A Systemic-Functional Interpretation of the Nature and Ontogenesis of Dialogue (1984)
11 The Place of Dialogue in Childrens Construction of Meaning (1991)
PART THREE: EARLY LANGUAGE AND LEARNING Editors Introduction
12 Relevant Models of Language (1969)
13 The Social Context of Language Development (1975)
14 Three Aspects of Childrens Language Development: Learning Language, Learning through Language, Learning about Language (1980)
15 Towards a Language-Based Theory of Learning (1993)
16 Grammar and the Construction of Educational Knowledge (1999)
Bibliography
Appendices
Index
本书是“韩礼德文集”之《婴幼儿的语言》，在本书中，韩礼德详尽研究了自己的儿子在九个月到两岁半之间语言能力发展的情况。他使用的方法就是用纸和笔记下他儿子奈吉尔的话语，积累成丰富的语料，从功能和语义的角度对语料进行分析。
As this volume in the Collected Works makes clear, Halliday's interest in early
language development is not just an interesting sideline, distinct from his major
work in developing a systemic functional account o anuage. Halliday's
trail-blazing and detailed study of what children progressively become able to do
through acts of meaning is at the same time an attempt to understand how
language gradually developed in the human species, as a resource for both
construing experience and enacting interpersonal relationships. The chapters in
this volume constitute an important contribution to both these agendas.
Halliday's work on language development has also been instrumental in gaining
recognition for the central role o inuistic meaning making in the successive
phases of education, from pre-school chat to academic writing. This important
collection has much to offer to all social scientists and educators as well as to
students o anuage development.'
PROFESSOR GORDON WELLS, University of California, Santa Cruz.
The Language of Earl Cilhood contains sixteen papers presented in three parts:
infancy and protolanguage; the transition from child tongue to mother tongue; and early
language and learning. The transcripts of Professor Halliday's sociolinguistic account of
the early linguistic development of one particular child, Nigel, are included on the CD
accompanying this volume.
Professor M. A. K. Halliday (b. 1925) was Foundation Professor of Linguistics at the
University of Sydney until his retirement and has taught as a Visiting Professor around
the world. As a self-styled‘generalist' he has published in many branches o inuistics.
Jonathan J. Webster is Head of the Department of Chinese, Translation and Linguistics
at the City University of Hong Kong.
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