兒童語(yǔ)言發(fā)展引論（2）

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作　者：	Susan H.Foster-Cohen著；李行德導(dǎo)讀
出版社：	外語(yǔ)教學(xué)與研究出版社
叢編項(xiàng)：	當(dāng)代國(guó)外語(yǔ)言學(xué)與應(yīng)用語(yǔ)言學(xué)文庫(kù)
標(biāo)　簽：	語(yǔ)言學(xué)

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ISBN：	9787560028941	出版時(shí)間：	2002-07-01	包裝：	平裝
開(kāi)本：	23cm	頁(yè)數(shù)：	241	字?jǐn)?shù)：

內(nèi)容簡(jiǎn)介

　　This volume introduces the field of child language development studies，and presents hypotheses in an accessible，largely non-technical language，aiming to demonstrate the relationship between these hypotheses and interpretaions of data，lt makes the assumption that having a theory of language development is as important as having reliable data about what children say and understand，and it advocates a　combinaton of both rationalistand moreempiricisttraditions，ln fact，the author overly argues that different traditions provide different pieces of the picture，and that taking any single approach is unlikely to lead to productive understanding.Susan H.Foster-Cohen is Head of the Department of English at the University of London， The British lnstitute in paris，F(xiàn)rance.

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圖書(shū)目錄

PrefacebyHalliday
王宗炎序
PrefacebyChomsky
沈家煊序
導(dǎo)讀
Preface:Howtousethisbook
Acknowledgements
1Whatdochildrenbringtothelanguageacquisitiontask
Chaptersummary
Introduction
Twodifferentapproaches
Competenceversusperformance
Somerecurringquestions
Somepremises
Questionsfordiscussion
Anactivity
Furtherreading
2Howdochildrencommunicatebefore
theycanuselanguage
Chaptersummary
Cluesforunderstanding
Facialexpressions
Cries,coosandgrunts
Infantspeechperception
Babbling
Thetransitiontolanguage
Firstwords
Gestures
Languageandgesture
Discussionofin-textexercises
Questionsfordiscussion
Someactivities
Solutionstoandcommentsondiscussionquestionsandactivities
Furtherreading
3Whendoeslanguagedevelopmentstart
Chaptersummary
What''sinaword
Meaningthroughwordandcontext
Earlyvocabulary
Semanticdescriptionsofearlyutterances
Argumentsforaricheraccountofearlyutterances
Tobeornottobealanguage
Discussionofin-textexercises
Questionsfordiscussion
Someactivities
Solutionstoandcommentsondiscussionquestionsandactivities
Furtherreading
4Howdoyoungchildrenthinklanguageworks
Chaptersummary
Lookingatchildren''slanguage
Analysingchildren''slanguage
Discussionofin-textexercises
Questionsfordiscussion
Someactivities
Solutionstoandcommentsondiscussionquestionsandactivities
Furtherreading
5Whatinfluenceslanguagedevelopment
Chaptersummary
Whatisinputandhowmuchisenough
Inputattherighttime:the''criticalperiod''
Isactivecommunicationnecessary
ThenatureofBabyTalk
ThevalueofBabyTalk
UniversalGrammar
Wordsaremorecunningthantheyleton
Discussionofin-textexercises
Questionsfordiscussion
Anactivity
Solutionstoandcommentsondiscussionquestionsandactivity
Furtherreading
6Doallchildrenlearnlanguagethesameway
Chaptersummary
Typesofvariation
Differentendpoints
Differencesinpathofdevelopment
Differencesinrateofdevelopment
Discussionofin-textexercises
Questionsfordiscussion
Someactivities
Solutionstoandcommentsondiscussionquestions
Furtherreading
7Doesitmatterwhichlanguage s youlearn
Chaptersummary
Introduction
Sowhat''ssoverydifferent,anyway
Aparametertheoryoflanguageacquisition
Howdochildrenbecomebilingual
Discussionofin-textexercises
Questionsfordiscussion
Someactivities
Solutionstoandcommentsondiscussionquestionsandactivities
Furtherreading
8Whendoeslanguagedevelopmentstop
Chaptersummary
Laterorallanguagedevelopment
Pragmaticaspectsoflaterlanguagedevelopment
Basicstepsinlearningtoread
Basicstepsinlearningtowrite
Metalinguisticdevelopment
Discussionofin-textexercises
Questionsfordiscussion
Someactivities
Solutionstoandcommentsondiscussionquestionsandactivities
Furtherreading
Appendix1Toolsforstudyingchildren''slanguage
Transcription
MeanLengthofUtterancecalculations
T-unitcalculations
Somedosanddon''tsofresearchdesign
Findingdata
Bulletinboards
Journalsinchildlanguage
Associations
Conferences
Furtherreading
Appendix2Phoneticsymbols
Consonants
Vowels
Othersymbols
Bibliography
Index
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