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1 Introduction: Linguistics and Language Acquisition1

1.1 Knowledge of Language: Competence and Performance1

1.2 Types of Linguistic Knowledge2

1.3 The Projection Problem3

1.4 Universal Grammar3

1.5 Outline5

Notes5

Further Reading5

2 Phonological Acquisition6

2.1.1 How Sounds are Made6

2.1 Speech Sounds6

2.1.2 Features9

Preface by Halliday9

王宗炎序10

2.2 Phonetics, Phonology and Language Variation11

导读13

2.3 Categorical Perception in Adults and Infants13

2.4 Early Speech Sounds18

Preface and Acknowledgements20

2.5 Feature Acquisition21

2.6 Child Phonologies22

2.6.1 Segmental Rules24

2.6.2 Suprasegmentals29

2.7 Problems and Ideas38

2.8 Summary and Conclusions41

Notes42

Further Reading43

Questions and Exercises43

3.1 Types of Morphological Rules45

3 Morphological Development and Innovation45

3.2 A Morphological Model47

3.3 Children s Knowledge of Level Ordering49

3.4 Rule Use and Innovation51

3.5 Problems and Unknowns53

3.6 A Cross-Linguistic Perspective55

3.7 Summary and Conclusions58

Questions and Exercises59

4 The Acquisition of Syntax61

4.1 Syntactic Structures and Universal Grammar61

4.1.1 Basic Syntax61

4.1.2 Levels of Representation64

4.1.3 Universal Grammar: Principles and Parameters70

4.1.4 Modules of Government Binding Theory71

4.2 The Outer Course of Development74

4.1.5 Government Binding Theory and the Acquisition74

4.3 Early Syntax75

4.3.1 Early Phrase Structure76

4.3.2 Subjectless Sentences80

4.4 Syntax in the Pre-School Years82

4.4.1 Children s Knowledge of the Binding Theory82

4.4.2 Bounding Theory and the Development of Movement88

4.4.3 Children s Grammar of Control95

4.4.4 Summary97

4.5 Syntactic Development after Age Six98

4.6 Syntactic Development: Some Popular Ideas Reconsidered99

4.6.1 Semantics First100

4.6.2 Syntax is Late105

4.7 Summary and Conclusions107

Notes107

Questions and Exercises108

Further Reading108

5 Further Aspects of Syntactic and Semantic Development113

5.1 The Auxiliary System of English113

5.1.1 Auxiliary Verbs and Morphological Endings113

5.1.2 Negation and Do Support116

5.1.3 A Syntactic Analysis117

5.2 The Acquisition of Auxiliary Systems:Syntax119

5.3 The Acquisition of Negation125

5.4 An Aside on Developmental Orders and Individual Development126

5.5 The Acquisition of Modality, Tense and Aspect127

5.5.1 Modality127

5.5.2 Tense and Aspect128

5.6 The Development of Word Meanings130

5.6.1 Word Meanings130

5.6.2 The Semantic Feature Hypothesis131

5.6.3 Challenges to the Semantic Feature Hypothesis132

5.7 Quantification and Logical Form134

5.8 Summary and Conclusions137

Note138

Further Reading138

Questions and Exercises139

6 Cognition, Environment and Language Learning140

6.1 Innateness140

6.2 Input and Errors142

6.3 The Role of Universal Grammar in Language Development144

6.4 Learnability and Acquisition Principles145

6.4.1 Subjacency and Degree-n Learnability146

6.4.2 The Subset Principle148

6.5 Summary: Components of a Learning Model150

6.6.1 Markedness and Orders of Acquisition151

6.6 Some Questions and Problems in Acquisition Theory151

6.6.2 Continuity or Maturation?153

6.6.3 Parameter Setting vs. Hypothesis Testing155

6.7 The Limits of the Linguistic Model: Lexical Learning156

6.8 Motherese160

6.9 Language Development and Cognitive Development163

6.9.1 Specificity and the Logic of Learning163

6.9.2 Constructivism and Developmental Orders165

6.10 Summary and Conclusions167

Notes168

Further Reading169

Questions and Exercises169

7 Performance Development173

7.1 Estimating Competence173

7.2.1 A Model177

7.2 Adult Processing Mechanisms177

7.2.2 Grammar vs. General Knowledge and Strategies178

7.2.3 Words-to-Message Processing184

7.3 Children s Sentence Processing186

7.3.1 On-line Computation of Syntactic Structure186

7.3.2 Strategies and Children s Comprehension188

7.3.3 Resolution Strategies191

7.4 Discourse Integration193

7.5 Summary and Conclusions196

Notes198

Further Reading198

Questions and Exercises198

Bibliography201

Index220

文库索引225