Children's Discourse: Person, Space and Time across by Maya Hickmann

By Maya Hickmann

Psycholinguist Maya Hickmann provides an unique comparative research of discourse improvement in English, French, German, and chinese language. Hickmann discusses the most theoretical matters within the learn of first language acquisition and gives a large evaluation of accessible reports in 3 domain names of kid language: individual, house and time. Her findings situation the rhythm of language acquisition, its formal and useful determinants, and its common vs. language-specific facets. The conclusions pressure the significance of referring to sentence and discourse determinants of acquisition in a crosslinguistic viewpoint.

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The discovery of some properties might have major implications for a whole range of other properties in the child’s language. For example, as will be discussed in more detail later on (Chapter 5), properties such as finiteness, WHmovement, subordination, and null subjects may all be intricately related during language acquisition, such that the discovery of some of these aspects of language should lead to the discovery of other aspects, since all are part of a more global system of interrelated rules.

Despite its long history, this debate has not been adequately confronted by empirical research, until its recent revival in several language-related disciplines. Until recently, most developmental models have assumed that the results concerning language or cognitive development that were obtained with children of one particular language should hold for all children, regardless of their native language. g. Berman and Slobin 1994; MacWhinney and Bates 1989; Slobin 1985b). Some models have proposed universal perceptual and cognitive principles to account for how children acquire language, but they have been particularly attentive to cross-linguistic variability, acknowledging that language particulars may constrain the learning process.

This third view is clearly process-oriented and it further differs from the other views described above in that it is centrally concerned (rather than at best peripherally) with factors determining how language is used in relation to context. 2 Competence and performance Since Chomsky’s (1957, 1965, 1968) original formulation of Universal Grammar, studies of language or language development have often made a distinction between two aspects of speakers’ linguistic behaviour: their competence and their performance.

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