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This is an open access book.The 4th International Conference on Literature, Art and Human Development (ICLAHD 2022) was successfully held on October 28th-30th, 2022 in Xi’an, China (virtual conference). ICLAHD 2022 brought together academics and experts in the field of Literature, Art and Human Development research to a common forum, promoting research and developmental activities in related fields as well as scientific information interchange between researchers, developers, and engineers working all around the world.We were honored to have Assoc. Prof. Chew Fong Peng from University of Malaya, Malaysia to serve as our Conference Chair. The conference covered keynote speeches, oral presentations, and online Q&A discussion, attracting over 300 individuals. Firstly, keynote speakers were each allocated 30-45 minutes to hold their speeches. Then in the oral presentations, the excellent papers selected were presented by their authors in sequence.
The new edition of a comprehensive introduction to a rapidly developing field, combining developmental data with theory. How do children begin to use language? How does knowledge of language emerge in early infancy, and how does it grow? This textbook offers a comprehensive introduction to knowledge acquisition, drawing on empirical evidence and linguistic theory. The theoretical framework used is the generative theory of Universal Grammar; students should have some familiarity with concepts in linguistic research. Aimed at upper-level undergraduate and graduate students, the book offers end-of-chapter summaries, key words, study questions, and exercises. This second edition has been thoroughly updated, with new content throughout. It has been reorganized according to the three main components of language acquisition. The computational components and the interfaces are covered in chapters on structure building in the verbal and nominal domains, movement-derived structure, and the relation between syntax and semantics and semantic and pragmatic. The sensory motor interface is treated in chapters on infants' perception of language and on the acquisition of words. The intentional-conceptual interface is discussed in chapters on the acquisition of words. This edition features additional cross-linguistic content, a new focus on brain imaging findings and the motor aspect of language, new material on Williams and Down Syndromes and dyslexia, and a new chapter on bilingualism, early second language acquisition, and bimodalism. Revisions reflect the burgeoning research in the field. New pedagogical features include chapter outlines, summaries of chapters, hypotheses, and linguistic milestones; methodological information; explanatory boxes; and suggestions for further reading.
This edited volume contains a representative sample of papers presented at the 7th meeting of the Generative Approaches to Language Acquisition – North America (GALANA-7) conference. The book features three streams of research (Variation in Input, First Language Acquisition, and Second Language Acquisition), each of which investigates the nature of language acquisition from the generative perspective. A unique feature of the GALANA-7 conference, and of this volume, is the bringing together of research on generative language acquisition and research on the role that cross-dialectal input variation plays in acquisition. This volume should be of interest to scholars and students of first language acquisition, second language acquisition, and input variation.
Thomas G. Bever's now iconic sentence, The horse raced past the barn fell, first appeared in his 1970 paper "The Cognitive Basis of Linguistic Structures". This 'garden path sentence', so-called because of the way it leads the reader or listener down the wrong parsing path, helped spawn the entire subfield of sentence processing. It has become the most often quoted element of a paper which spanned a wealth of research into the relationship between the grammatical system and language processing. Language Down the garden Path traces the lines of research that grew out of Bever's classic paper. Leading scientists review over 40 years of debates on the factors at play in language comprehension, production, and acquisition (the role of prediction, grammar, working memory, prosody, abstractness, syntax, and semantics mapping); the current status of universals and narrow syntax; and virtually every topic relevant in psycholinguistics since 1970. Written in an accessible and engaging style, the book will appeal to all those interested in understanding the questions that shaped, and are still shaping, this field and the ways in which linguists, cognitive scientists, psychologists, and neuroscientists are seeking to answer them.
This book presents comprehensive and rigorous research on the acquisition of Chinese negation by L1-English and L1-Korean learners within the theoretical framework of the Interface Hypothesis and the Feature Reassembly Hypothesis. The results from grammaticality judgment data (N=182) and learner corpus data (overall scale: 15.19 million characters) reveal multiple factors contributing to the variability in L2 acquisition at the interfaces involved with Chinese negative structures, including L1 influence, the quantity (input frequency) and the quality of the target input (input consistency and regularity), as well as L2 proficiency. These factors also underlie the detectability and reassembly of the [±realis] features encoded with bu and mei, the two primary negation markers in Mandarin Chinese, in different licensing contexts. Task modality (written vs. aural) seems to play a role in L2 learners’ access to explicit and implicit knowledge about Chinese negation, but the effect of task modality is constrained by other factors such as structural/feature complexity, L2 proficiency, and L1-L2 similarity. The approach of employing both elicited experimental data and authentic learner corpus data furnishes new evidence for the acquisition Chinese negation by L2 learners. The findings of this study are of significance to the examination of the Interface Hypothesis and the Feature Reassembly Hypothesis in generative-oriented SLA research.
In this handbook, renowned scholars from a range of backgrounds provide a state of the art review of key developmental findings in language acquisition. The book places language acquisition phenomena in a richly linguistic and comparative context, highlighting the link between linguistic theory, language development, and theories of learning. The book is divided into six parts. Parts I and II examine the acquisition of phonology and morphology respectively, with chapters covering topics such as phonotactics and syllable structure, prosodic phenomena, compound word formation, and processing continuous speech. Part III moves on to the acquisition of syntax, including argument structure, questions, mood alternations, and possessives. In Part IV, chapters consider semantic aspects of language acquisition, including the expression of genericity, quantification, and scalar implicature. Finally, Parts V and VI look at theories of learning and aspects of atypical language development respectively.
Co-published with The International Research Foundation for English Language Education (TIRF) An important contribution to the emerging body of research-based knowledge about teaching English to native speakers of Arabic, this volume presents empirical studies carried out in Egypt, Lebanon, Oman, Palestine, Saudi Arabia, and the United Arab Emirates (UAE)—a region which has gained notable attention in the past few decades. Each chapter addresses an issue of current concern, and each includes implications for policy, practice, and future research. Nine chapter authors are Sheikh Nahayan Fellows—recipients of doctoral fellowships from The International Research Foundation for English Language Education (TIRF). This volume is the first in the Global Research on Teaching and Learning English Series, co-published by Routledge and TIRF.
The linguistics enterprise : from knowledge of language to knowledge in linguistics / Martin Everaert ... [et al.] -- Scope ambiguities through the mirror / Raffaella Bernardi -- Phonetic and phonological approaches to early word recognition : empirical findings, methodological issues, and theoretical implications / Paola Escudero & Titia Benders -- Restructuring head and argument in West-Germanic / Arnold E. Evers -- Scope assignment in child language : on the role of the question under discussion / Andrea Gualmini & Sharon Unsworth -- The learnability of A-bar chains / Jacqueline van Kampen -- Looking at anaphora : the psychological reality of the primitives of binding model / Arnout W. Koornneef -- Incremental discourse processing : how coherence relations influence the resolution of pronouns / Willem M. Mak & Ted J.M. Sanders -- Theoretical validity and psychological reality of the grammatical code / Ad Neeleman & Hans van de Koot -- Monitoring for speech errors has different functions in inner and overt speech / Sieb Nooteboom -- What's in a quantifier? / Rick Nouwen -- Minimal versus not so minimal pronouns : feature transmission, feature deletion, and the role of economy in the language system / Eric Reuland -- Against partitioned readings of reciprocals / Sivan Sabato & Yoad Winter -- The representation and processing of fixed and compositional expressions / Joost Schilperoord & Rein Cozijn -- Clitic doubling in Spanish : agreement of the third kind / Jan Schroten -- Metalinguistic processing and acquisition within the MOGUL framework / Michael Sharwood Smith -- Catching heffalumps : onset fricatives in child speech / Wim Zonneveld
Written for both researchers and advanced students, this Handbook provides a state-of-the-art survey of the field of Spanish linguistics. Balancing different theoretical perspectives among expert scholars, it provides an in-depth examination of all sub-fields of research in Hispanic linguistics, with a focus on recent advances.