By Melissa Bowerman, Penelope Brown
This publication bargains a distinct interdisciplinary standpoint on argument constitution and its position in language acquisition. Drawing on a vast variety of crosslinguistic facts, this quantity exhibits that languages are even more varied of their argument constitution homes than has been learned.
The quantity is the result of an built-in examine venture and contains chapters via either experts in first language acquisition and box linguists engaged on various lesser-known languages. The examine attracts on unique fieldwork and on grownup information, baby info, or either from seventeen languages from 11 assorted language households. a few chapters provide typological views, reading the fundamental constructions of a given language with language-learnability concerns in brain. different chapters examine particular difficulties of language acquisition in a single or extra languages. Taken as a complete, the amount illustrates how targeted paintings on crosslinguistic edition is important to the improvement of insightful theories of language acquisition.
Crosslinguistic views on Argument constitution integrates very important modern matters in linguistics and language acquisition.
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Additional resources for Crosslinguistic Perspectives on Argument Structure: Implications for Learnability
1. Nouns If we assume, with Maratsos (1990), Gentner (1982), and others, that Nouns are early recognized by children across languages by their relative absence of inflectional morphology and by their repeated occurrence in the presence of Concrete Objects, we will have done well by the Mopan child. ) exists, and indeed is relatively meager in morphological possibilities. Such forms, henceforth the Nouns of Mopan, can be inflected with an optional suffix for plurality, but with little else. 7 An optional preposed determiner indicates definiteness (a tz’imin ‘ THE HORSE ’).
W. ), Advances in child development and behavior (Vol. 27, pp. 1–53). San Diego, CA: Academic Press. Fisher, C. (2002). The role of abstract knowledge in language acquisition: A reply to Tomasello (2000). Cognition, 82, 259–278. , & Gleitman, L. (2002). Language acquisition. In H. Pashler & R. ), Steven’s handbook of experimental psychology: Vol 3. , pp. 445–496). New York: Wiley. , Hall, D. , & Gleitman, L. (1994). When it is better to receive than to give: Syntactic and conceptual constraints on vocabulary growth.
2005). The input to verb learning in Mandarin Chinese: A role for syntactic bootstrapping. Developmental Psychology, 41, 529–540. Levin, B. (1993). English verb classes and alternations. Chicago: University of Chicago Press. , & Rappaport Hovav, M. Unaccusativity: At the syntax–lexical semantics interface. Cambridge, MA: MIT Press. , & Shirai, Y. (2000). The acquisition of lexical and grammatical aspect. New York: Mouton de Gruyter. , & Gleitman, L. (2003). Understanding how input matters: Verb learning and the footprint of universal grammar.
Crosslinguistic Perspectives on Argument Structure: Implications for Learnability by Melissa Bowerman, Penelope Brown