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Input and Interaction in Language Acquisition - Clare Gallaway

Input and Interaction in Language Acquisition

By: Clare Gallaway (Editor), Brian J. Richards (Editor)

Paperback

Published: 13th June 1994
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Since "Baby Talk" became the subject of research thirty years ago, the linguistic environment of infants and toddlers has been widely studied. This book, as well as being an up-to-date statement of the facts and controversies surrounding "Baby Talk," its nature and likely effects, also examines language acquisition in different cultures and family contexts, typical and atypical learners, and in second and foreign language learners. It has been designed as a sequel to Snow and Ferguson's now famous volume Talking to Children.

"Gallaway and Richards succeed in providing articles from a variety of search areas, each of which includes a comprehensive review and an assessment of topics on input and interaction on language acquisition...this book is an invaluable reference for language acquisition researchers..." Hirohide Mori, Issues in Applied Linguistics

List of figuresp. xi
List of tablesp. xii
List of contributorsp. xiii
Prefacep. xv
Introductionp. 1
Beginning from Baby Talk: twenty years of research on input in interactionp. 3
Introductionp. 3
A modest beginningp. 4
Future possibilitiesp. 7
Conclusionp. 12
General issuesp. 13
The language of primary caregiversp. 15
Introductionp. 15
Why is CDS used?p. 16
Effects and non-effects of CDSp. 20
How is CDS used by the child?p. 25
CDS and stylistic differences in early language developmentp. 33
Conclusionp. 37
The changing role of negative evidence in theories of language developmentp. 38
Historical originsp. 38
The paving of the nativist roadp. 38
Parallel roads: nativist and empiricist accountsp. 40
The empiricist road upgradedp. 43
The existence of implicit negative evidencep. 46
Beyond the existence proof: the effects of negative evidencep. 49
Issues in defining negative evidencep. 50
A multiple factors frameworkp. 50
Robust learning mechanismsp. 52
Functional readiness for learningp. 53
Benefits of a multiple factors frameworkp. 53
Crosslinguistic and crosscultural aspects of language addressed to childrenp. 56
Introductionp. 56
The range of environments in which language is learnedp. 58
Language socializationp. 64
Issues and problems in studying input crosslinguisticallyp. 69
Conclusionsp. 72
Child-directed speech and influences on language acquisition: methodology and interpretationp. 74
Introductionp. 74
Child-directed speech and individual differences: the universals fallacyp. 75
Inferring causationp. 78
The nature of the evidence for environmental effectsp. 81
Passive observation studies using correlational statisticsp. 84
Experimental designs in language acquisition researchp. 102
Conclusionp. 104
Specific aspects of input and interactionp. 107
The rest of the family: the role of fathers and siblings in early language developmentp. 109
Introductionp. 109
Fathersp. 112
Siblingsp. 121
The child's expanding social worldp. 131
Phonetic and prosodic aspects of Baby Talkp. 135
Introductionp. 135
Baby Talk phoneticsp. 136
Baby Talk prosodyp. 139
Facilitationp. 142
Fine-tuningp. 146
Crosslinguistic variationp. 149
Summary and conclusionp. 152
Language learning at home and schoolp. 153
The structure of classroom discoursep. 153
Classroom discourse and the development of meaningp. 156
Language and learning at school and homep. 157
Vygotsky: sign operations and cognitive developmentp. 159
Bruner and the Language Acquisition Support Systemp. 160
Comprehension and learning in young childrenp. 162
The nature of Geekie's studyp. 164
Becoming competent participants in the writing sessionp. 165
Learning to writep. 167
Conclusionsp. 167
Types of language learnerp. 181
Language interaction with atypical language learnersp. 183
Introductionp. 183
Atypical language learnersp. 183
Parent-child interactionp. 184
Semantically contingent responsesp. 187
Directiveness and controlp. 190
Intervention and parent-child interactionp. 191
Under-researched areasp. 193
Concluding remarksp. 195
Interaction and childhood deafnessp. 197
Introductionp. 197
Interaction and the acquisition of spoken language by deaf childrenp. 199
Sign language developmentp. 208
Acquiring language in the absence of inputp. 215
Conclusionsp. 217
Input and interaction in second language acquisitionp. 219
Introductionp. 219
Typology of modified codesp. 221
The nature of linguistic and interactional modifications in Foreigner Discoursep. 225
Other kinds of language input to learnersp. 235
Theoretical perspectives on the role of the linguistic environment in second language acquisitionp. 238
Current researchp. 244
Conclusionsp. 248
Conclusionp. 251
Conclusions and directionsp. 253
Introductionp. 253
Describing child-directed speechp. 254
Functions of child-directed speechp. 260
Implications for professionalsp. 265
Referencesp. 270
Author indexp. 308
Subject indexp. 316
Table of Contents provided by Syndetics. All Rights Reserved.

ISBN: 9780521437257
ISBN-10: 0521437253
Audience: Professional
Format: Paperback
Language: English
Number Of Pages: 336
Published: 13th June 1994
Publisher: Cambridge University Press
Country of Publication: GB
Dimensions (cm): 22.8 x 15.2  x 1.9
Weight (kg): 0.5