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language acquisition

Palgrave Advances in LinguisticsConsulting Editor:Christopher N. Candlin,Macquarie University, AustraliaTitles include:Noel Burton-Roberts (editor)PRAGMATICSSusan Foster-Cohen (editor)LANGUAGE ACQUISITIONMonica Heller (editor)BILINGUALISM: A SOCIAL APPROACHMartha E. Pennington (editor)PHONOLOGY IN CONTEXTAnn Weatherall, Bernadette M. Watson and Cindy Gallois (editors)LANGUAGE, DISCOURSE AND SOCIAL PSYCHOLOGYForthcoming:Charles Antaki (editor)APPLIED CONVERSATIONAL ANALYSIS:CHANGING INSTITUTIONAL PRACTICESBarry O’Sullivan (editor)LANGUAGE TESTING: THEORIES AND PRACTICESPalgrave AdvancesSeries Standing Order ISBN 978–1–4039–3512–0 (Hardback) 978–1–4039–3513–7 (Paperback)(outside North America only)You can receive future titles in this series as they are published by placing a standing order.Please contact your bookseller or, in the case of difficulty, write to us at the address belowwith your name and address, the title of the series and one of the ISBNS quoted above.Customer Services Department, Macmillan Distribution Ltd, Houndmills, Basingstoke,Hampshire RG21 6XS, England

language acquisitionedited bysusan foster-cohen

Selection and editorial matter Susan H. Foster-Cohen 2009Chapters their authors 2009All rights reserved. No reproduction, copy or transmission of thispublication may be made without written permission.No portion of this publication may be reproduced, copied or transmittedsave with written permission or in accordance with the provisions of theCopyright, Designs and Patents Act 1988, or under the terms of any licencepermitting limited copying issued by the Copyright Licensing Agency,Saffron House, 6–10 Kirby Street, London EC1N 8TS.Any person who does any unauthorized act in relation to this publicationmay be liable to criminal prosecution and civil claims for damages.The authors have asserted their rights to be identified as the authors of this workin accordance with the Copyright, Designs and Patents Act 1988.First published 2009 byPALGRAVE MACMILLANPalgrave Macmillan in the UK is an imprint of Macmillan Publishers Limited,registered in England, company number 785998, of Houndmills, Basingstoke,Hampshire RG21 6XS.Palgrave Macmillan in the US is a division of St Martin’s Press LLC,175 Fifth Avenue, New York, NY 10010.Palgrave Macmillan is the global academic imprint of the above companiesand has companies and representatives throughout the world.Palgrave and Macmillan are registered trademarks in the United States,the United Kingdom, Europe and other countries.ISBN-13: 978–0–230–50029–7 hardbackISBN-10: 0–230–50029–3hardbackISBN-13: 978–0–230–50030–3 paperbackISBN-10: 0–230–50030–7paperbackThis book is printed on paper suitable for recycling and made from fullymanaged and sustained forest sources. Logging, pulping and manufacturingprocesses are expected to conform to the environmental regulations of thecountry of origin.A catalogue record for this book is availablefrom the British Library.A catalog record for this book is availablefrom the Library of Congress.1098718 17 16 156514 134 312 11210109Printed and bound in Great Britain byCPI Antony Rowe, Chippenham and Eastbourne

contentsseries preface viipreface ixacknowledgements xilist of tables and figures xiiinotes on contributors xviintroduction1part 1. explaining language acquisition1. word learning and the origins of phonological systems 15marilyn vihman2. cracking the language code: processing strategies infirst language acquisition 40ann m. peters3. the inevitability of child directed speech 62matthew saxton4. universal grammar approaches to language acquisitionmaria teresa guasti5. second language acquisitionsusan gass109part 2. windows on language acquisition6. language and the many faces of emotionjudy s. reilly14387

vilanguage acquisition7. complements enable representation of the contents offalse beliefs: the evolution of a theory of theory of mind 169jill g. de villiers and peter a. de villiers8. going beyond semantics: the developmentof pragmatic enrichment 196nausicaa pouscoulous and ira a. noveck9. the acquisition of phrasal vocabulary 216koenraad kuiper, georgie columbus and norbert schmittpart 3. language acquisition, culture andlinguistic diversity10. language development in simultaneous bilingual childrennatascha müller11. universals and cross-linguistic variability inchildren’s discourse 273maya hickmann12. trends in research on narrative developmentruth a. berman29413. family literacy activities: what is, what ought tobe and the role of parents’ ideas 319stuart mcnaughton, meaola amituanai-toloa and‘ema wolfgramm-foliakiindex 337243

series prefacechristopher n. candlinThis new Advances in Linguistics Series is part of an overall publishingprogramme by Palgrave Macmillan aimed at producing collections oforiginal, commissioned articles under the invited editorship of distinguished scholars.The books in the Series are not intended as an overall guide to thetopic or to provide an exhaustive coverage of its various sub-fields.Rather, they are carefully planned to offer the informed readership aconspectus of perspectives on key themes, authored by major scholarswhose work is at the boundaries of current research. What we plan theSeries will do, then, is to focus on salience and influence, move fieldsforward, and help to chart future research development.The Series is designed for postgraduate and research students, including advanced level undergraduates seeking to pursue research work inlinguistics, or careers engaged with language and communication studymore generally, as well as for more experienced researchers and tutorsseeking an awareness of what is current and in prospect in adjacentresearch fields to their own. We hope that the some of the intellectualexcitement posed by the challenges of linguistics as a pluralistic discipline will shine through the books!Editors of books in the Series have been particularly asked to put theirown distinctive stamp on their collection, to give it a personal dimension, and to map the territory, as it were, seen through the eyes of theirown research experience.There are few sites of scholarly engagement in linguistics as rich inpotential for interdisciplinary study as that of language acquisition. Itis hardly possible, one would imagine, for such a site not to encompassthe range of disciplinary fields evidenced in this remarkable collectionvii

viiilanguage acquisitioncommissioned and brought together so expertly by Susan Foster-Cohen.Yet, as the history of the broad field also evidences, this harmonizationand integration has been perhaps rather the exception than the rule.Partly this is a consequence of the existence of professional boundaries, as between, say, scholars in first and second language acquisition,communication disorders, bilingualism and neuroscience, and partlybecause of corresponding distinctions and divisions in the academy.Yet, were one to approach the field from the perspective of investigative and research-based practice, it would be precisely that interdisciplinarity that one would be seeking to draw upon, whether in responseto challenges that arise in the mundane or the professional world, or,indeed, to address the theoretical and descriptive issues to which suchchallenges give rise.Accordingly, this imaginative volume in the Advances in LinguisticsSeries has an innovative thematic purpose; more than that, however, ithas an equally important and parallel methodological purpose, namelyto bring together a number of research paradigms and to display howthese, taken together, can reveal more of the processes and outcomesof language acquisition than could any single mode of research. Thisis more than advocating a mixing of the qualitative and the quantitative, popular though that now is; what this collection shows is thatwarranting claims with evidence, properly gathered and systematicallyanalysed, will always lead us to eschewing a single framework, howevertrenchantly espoused, in favour of a more comprehensive explanatoryparadigm. This is true of all scientific endeavour but none more apposite than in the study of the acquisition of human language in all itscomplexity. As Popper reminds us: ‘at any moment we are prisonerscaught in the framework of our theories: our expectations: or past experiences; our language. But we are prisoners in a Pickwickian sense; if wetry, we can break out of our framework at any time. Admittedly, we shallfind ourselves again in a framework, but it will be a better and a roomierone, and we can at any moment break out of it again’ (1970, p. 56). Theauthors in this collection of papers show us exactly how one can construct just such a roomier framework, and Susan Foster-Cohen deservesall our thanks for designing the architecture to make this possible.Christopher N. CandlinMacquarie University, Sydney

prefacesusan foster-cohenThis book provides a snapshot of the field of language acquisition atthe beginning of the twenty-first century, together with some attemptsto speculate about the future. It is, first and foremost, a book of ideas;ideas which you are invited to challenge. The advancement of the fieldrequires no less of you. Your challenge should be on the basis of otherideas that you can argue are better and/or are supported by empiricaldata. Your challenge should not be based on disliking the framework inwhich ideas are couched, disliking the person who is proposing them,or finding the ideas hard to understand.Knowing where a field has come from, as preparation for understanding where it is going, is a vital component of good scholarship;and in the field of language acquisition there are many histories thatintertwine. The field has engaged, and continues to engage, those inlinguistics, philosophy, psychology, anthropology, neuroscience, sociology, education, and more. This volume respects that multidisciplinarity of research and understanding, and attempts to reflect the richrange of approaches with which more advanced students and beginning researchers ought to be familiar. The chapters provide readers witha review of current topics and debates, as well as addressing some ofthe connections between sub-fields and the possible future directionsfor research, including in first language, second language, bilingualism and language disorder in languages that are spoken, manual andwritten.To have been asked to put a volume of this kind together is an honour; and it has been a delight to have so many respected colleagues inix

xlanguage acquisitionthe field accept my offer to contribute. I have solicited contributionsfrom those whose ideas excite me; some who are established and longstanding members of the child language community, and some whohave joined more recently. I’m just sorry I could not invite everyone Iwould have liked to include. However, taken together, I hope the papersin this volume will give the student of language acquisition a feel forthe many ideas that have been, and are still waiting to be, explored.Susan Foster-CohenChristchurch, New Zealand

acknowledgementsMy first thanks must go to Chris Candlin, who as series editor hadthe confidence in my abilities to ask me to put this volume together.My next thanks, and the biggest, goes to the authors who have contributed. They reflect the places I’ve been, the people I’ve met, andthe things I’ve read over the years, as I’ve explored, in my typicallyeclectic fashion, early mother–infant interaction, generative syntax,developmental bilingualism, cognitive approaches to pragmatics,second language acquisition, and, most recently, early intervention.Reading all the wonderful material the contributors have sent me hasreminded me of why I’m still excited by this field and how much thereis still to find out.For the past several years I have been Director of the ChampionCentre, which provides individualized multi-disciplinary early intervention programmes to children with developmental disabilities andtheir families in Christchurch, New Zealand. This has been, and continues to be, the most interesting experience of my professional life. Ihave learnt and continue to learn so much about human developmentin general, language development in particular, and about the incredible neuroplasticity to be seen on a daily basis when children who havebeen dealt some of the worst hands on the planet are raised by knowledgeable and emotionally connected families. I am so privileged towork with such a wonderful group of smart, wise and funny women,and I thank them all for their support in allowing me the time to putthis volume together. My heartfelt thanks go particularly to PatriciaChampion, who saw that I could contribute to the programme shedeveloped over 30 years.xi

xiilanguage acquisitionFinally, I thank the Department of Linguistics and the Departmentof Communication Disorders at the University of Canterbury, who, bygiving me opportunities to teach language acquisition courses, haveensured that I can continue to exercise my first love of educatingstudents.

list of tables and figurestables1.11.29.19.29.39.49.59.69.7Early wordsLater wordsTest items by descending order of frequency of the head verbCategorization of verbsFrequency data and band allocation of head verbsBNC frequencies of alternate verbsNative and EFL adolescents’ and adults’ cloze test resultsSelection of alternative idiomatic headsBNC frequencies of alternative idiomatic .26.16.26.36.46.5Model of learning: Procedural (implicit) anddeclarative (explicit) sources of phonological knowledgeShow me the second black ballShow me the second underlined black ballA model of the role of negative evidenceA schematic representation of the relationship between interaction and learningProportion of smilesNon-manual morphology in wh-questions fromthree-year oldsUse of paralinguistic affective expression in story tellingEvaluation in stories told to a pre-schoolerMorphosyntax in narratives of children with WSxiii219696129132148154156156159

xivlanguage 10.1510.1610.1710.1810.1910.2010.21Social evaluation in narratives from children with WSUse of social evaluation in narratives acrosscultures in WSFacial expression in free conversation fromdeaf adults with unilateral strokeResponses to ‘There has to be/might be a parrot inthe box’Native speaker recall of verb heads ofverb phrasal lexical items by age groupNative speaker recall of heads ofphrasal lexical itemsNon-native speaker recall of heads ofphrasal lexical itemsThe three-stage-modelMarta, Italian contextMarta, German contextSV and VS in Carlotta’s GermanRealization of subject position in JanVerb placement in Chantal’s GermanVerb placement in Lukas’ GermanGender marking accuracy in Amélie (French–German)and Marta (Italian–German)Finite verb placement in Carlotta’s Germansubordinate clausesFinite verb placement in Alexander’s Germansubordinate clausesMLU development in LukasMLU development in CélineUpper bound development in LukasUpper bound development in CélineDevelopment of verb lexicon in LukasDevelopment of verb lexicon in CélineDevelopment of noun lexicon in LukasDevelopment of noun lexicon in CélineNumber of utterances in MartaNumber of utterances in AurelioFinite verb placement in Jan’s Germansubordinate clausesDevelopment of the lexicon in Jan(noun and verb 4255255258258259259260260261261262262264265

language acquisition10.2210.23Development of the lexicon in Carlotta(noun and verb types)Development of the lexicon in Alexander(noun and verb types)xv266266

contributorsMeaola Amituanai-Toloa is Associate Director of the Woolf FisherResearch Centre, and Lecturer and Associate Dean Pasifika at theUniversity of Auckland, New Zealand. Her general research interests areliteracy and language development, particularly as it relates to Pasifikastudent achievement. Recent work has explored effective teaching ofreading comprehension of Samoan students in bilingual and mainstreamcontexts.Ruth A. Berman is Professor Emeritus in Linguistics at Tel AvivUniversity, Israel. Among her fields of interest are Modern Hebrew grammar and lexicon; cross-linguistic language acquisition, narrative development, and school-age text construction abilities. Major publicationsinclude Acquisition of Hebrew, 1985; Relating Events in Narrative, 1994 withDan I. Slobin; and Language Development across Childhood and Adolescence(ed.), 2004.Georgie Columbus is a phraseologist working in corpus linguistics andpsycholinguistics with additional interests in the variation in discoursemarkers between English varieties. Georgie is currently completing herPhD at the University of Alberta, Canada, on the processing of multiword units in native and non-native speakers.Susan Gass is University Distinguished Professor at Michigan StateUniversity, USA. She has published widely in the field of second language acquisition including numerous books and articles. She servedas President of the International Association of Applied Linguistics andis the recipient of the Distinguished Service and Scholar Award of theAmerican Association for Applied Linguistics.xvi

language acquisitionxviiMaria Teresa Guasti is Professor of Linguistics at the University ofMilano–Bicocca, Italy. She has carried out research at MIT and thePsycholinguistic Laboratory in Paris, and has held positions at the SanRaffaele Hospital in Milan, and the University of Siena. She is the authorof books and articles in theoretical linguistics and language acquisition,with a special focus on Romance languages.Maya Hickmann is Research Director at the CNRS and joint Directorof the Laboratory Structures Formelles du Langage at the University ofParis 8, France. Her publications concern the development of discourseorganization in a functional and cross-linguistic perspective, as well astypological constraints on first and second language acquisition.Koenraad Kuiper is Professor of Linguistics at the University of Canterbury,New Zealand. He has written widely on the phrasal lexicon. A new book,Formulaic Genres, is to appear with Palgrave Macmillan in 2009.Stuart McNaughton is Professor of Education and Director of the WoolfFisher Research Centre at the University of Auckland, New Zealand. Hisresearch interests are literacy and language development, the designof effective educational programmes for culturally and linguisticallydiverse populations and cultural processes in development.Natascha Müller is Professor of Romance Linguistics (French,Italian, Spanish) at Bergische Universität Wuppertal, Germany. Herresearch focuses on the syntax of Romance languages and the acquisition of Romance syntax by bilingual children. In 1999 she receivedthe Venia Legendi for Romance Linguistics from the University ofHamburg.Ann M. Peters is Professor Emerita of Linguistics, University of Hawaiat Manoa, USA. She focuses on early stages of language acquisition withemphasis on the interaction of linguistic, cognitive, social and biological development; the roles of prosody, speech formulas and verbalroutines; the influence of phonology on the acquisition of morphology;and individual differences.Nausicaa Pouscoulous received her PhD from the Institut Jean Nicodand the Institut des Sciences Cognitives. Then, as a Marie Curie Fellowat the Max Planck Institute for Evolutionary Anthropology, she studiedthe development of pragmatic processes in children. Currently, she is aLecturer in the Linguistics Department at University College London,UK where she continues to combine experimental and theoreticalapproaches in her research on pragmatic inferences.

xviiilanguage acquisitionIra A. Noveck is Director of the Laboratoire sur le Langage, le Cerveauet Cognition (L2C2) and its Reasoning, Development and Pragmaticsteam at th

3. the inevitability of child directed speech 62 matthew saxton 4. universal grammar approaches to language acquisition 87 maria teresa guasti 5. second language acquisition 109 susan gass part 2. windows on language acquisition 6. language and the many faces of emotion 143 judy s. reilly 9780230_500303_01_prexx.indd v 4/15/2009 8:43:26 PM. vi language acquisition 7. complements enable .

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