Salatino, D. R. · Zenodo (CERN European Organization for Nuclear Research) · 2018
In this paper, we will develop some aspects of a psycholinguistic theory that tries to explain how our natural language is acquired. We have divided this paper into three parts: First part: includes a brief review of different theories on language acquisition that are valid today, used as a contrast element. In particular, we will analyze in depth the model R-R (representational redescription) of Karmiloff-Smith, contrasting its cognitive-computational model with our approach. Then, using evolutionary biology as a model, we will address the relevance of a Universal Language existing in socio-cultural reality and its genetic aspects. Second part: it will deal with a possible Genetic Typology of the natural human language elaborated on the base of the theory of the “hidden colors.” Third part: we will highlight the relevance of the Universals, a possible origin of the lexical contextures, and an analysis of the importance of socio-cultural inheritance, all fundamental elements in the acquisition of natural human language.
Cited by 1Open access
Robert P.S. Jansen · The Medical Journal of Australia · 1977
Developments concerning the nature of language have taken place in the disparate disciplines of linguistics, ethology and neurology. It is not widely known that these developments have brought these fields of study into accord, and have helped clarify the mechanism of language acquisition in childhood. They carry practical implications important to the teaching of language and to the understanding of language disabilities. The conclusions have also led to the discovery of cranial vault asymmetries which promise insight into the evolution of language in man's prehistory. The learning of language has become better understood as a result of recent developments in the fields of linguistics, ethology and comparative neurology.
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Paul Fletcher, Michael Garman · Cambridge University Press eBooks · 1986
The aim of the first edition of Language Acquisition was to provide as comprehensive a description and explanation as possible of the changes in the child's language as he or she grows older. In this second edition Paul Fletcher and Michael Garman have the same fundamental aim. Six years later the field has not changed dramatically, but there have been fruitful theoretical developments - the learnability hypothesis, in particular, has been influentially expounded - and empirical work seeking evidence of specific language capacities in children has made notable advances. Equally significant are shifts in emphasis: the growing interest in cross-linguistic studies, for example, or accounts of language development of reading and writing. All these changes are reflected in the second edition. About half the chapters are entirely new, having been specially commissioned for this edition. The remainder of the book consists of substantially revised versions of chapters from the first edition. Like its predecessor, this collection is the work of distinguished specialists from many countries and will provide an invaluable resource for students and professionals alike who have an interest in the field of child language acquisition.
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Moore, Michelle Wagner · The Research Repository @ WVU (West Virginia University) · 2017
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Masters Theses, Graduate School, Katherine Lynn Nelson et al. · 2012
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Moira Lewis, Courtenay Norbury, Rhiannon Luyster et al. · 2012
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Allyssa McCabe · Encyclopedia of Social Measurement · 2005
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Anna Dina L. Joaquin · 2021
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David Singleton, Lisa Ryan · Multilingual Matters eBooks · 2004
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2019
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Jill G. de Villiers · 1978
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Shawn Loewen, Masatoshi Sato · Cambridge University Press eBooks · 2024
An essential resource for individuals entering the field of second language (L2) teaching and learning, this book provides a complete set of instructional materials written in accessible language. Providing enough material to use for an entire semester, the book offers exciting activities for the L2 classroom, alongside outlining the theories and research that support them, including how to connect theory with practice. Each chapter includes: extensive and up-to-date content presented in a clear, engaging, and accessible manner; pre- and post-reading activities to help students connect the topics to their own lives; pedagogical guidelines with practical suggestions; summaries of empirical studies in non-technical, jargon-free language; end-of-chapter assignments which re-enforce students' learning and relate directly to the content. The book concludes with a compelling chapter on the research–practice dialogue. Online resources include lecture slides for instructors and audio files.
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Hazel Francis, P. Fletcher, M. Garman · British Journal of Educational Studies · 1981
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Rawny Felder · Zenodo (CERN European Organization for Nuclear Research) · 2024
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Marc Marschark · 1993
Abstract Meadow (1980) suggested that the most serious problem imposed by deafness is not the lack of hearing per se but the fact that it impairs or eliminates acquisition of language via sound. There is room for argument on this point, as beyond the lack of aural-oral language the lack of hearing has significant implications for social and cognitive development as well as for the pragmatics of day-to-day living. Meadow’s point nevertheless underscores the centrality of language acquisition both in the normal course of child development and in the literature concerning deaf children.
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Bernard T. Tervoort · Lingua · 1981
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Salatino, D. R. · Zenodo (CERN European Organization for Nuclear Research) · 2018
In this paper, we will develop some aspects of a psycholinguistic theory that tries to explain how our natural language is acquired. We have divided this paper into three parts: First part: includes a brief review of different theories on language acquisition that are valid today, used as a contrast element. In particular, we will analyze in depth the model R-R (representational redescription) of Karmiloff-Smith, contrasting its cognitive-computational model with our approach. Then, using evolutionary biology as a model, we will address the relevance of a Universal Language existing in socio-cultural reality and its genetic aspects. Second part: it will deal with a possible Genetic Typology of the natural human language elaborated on the base of the theory of the “hidden colors.” Third part: we will highlight the relevance of the Universals, a possible origin of the lexical contextures, and an analysis of the importance of socio-cultural inheritance, all fundamental elements in the acquisition of natural human language.
Cited by 0Open access
Continuum eBooks · 2012
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Allison Burkette, William A. Kretzschmar · Cambridge University Press eBooks · 2018
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SpringerReference · 2012
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