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This book explores child linguistic development through the lens of the syntax-discourse interface. Traditional research has often concentrated on individual linguistic modules, such as syntax, morphology, or phonology. While this approach has its merits, many linguistic phenomena require understanding the interactions among different modules and domains of knowledge. A prime example is pronominal usage, which necessitates both syntactic and pragmatic knowledge that must work together. This perspective suggests a shift in how we approach language acquisition research. If experimental studies reveal that children make errors in specific constructions, it's essential to analyze these results considering the interplay between various linguistic knowledge domains. For instance, if a construction relies on both syntactic and discourse knowledge, children's mistakes may stem from deficiencies in either or both areas, rather than indicating a singular "underdeveloped" aspect. This nuanced understanding emphasizes the complexity of language acquisition and the need to consider multiple factors influencing children's linguistic capabilities.
Buchkauf
Development of the Syntax-Discourse Interface, S. Avrutin
- Sprache
- Erscheinungsdatum
- 1999
- Einband
- (Hardcover)
Keiner hat bisher bewertet.
- Titel
- Development of the Syntax-Discourse Interface
- Sprache
- Englisch
- Autor*innen
- S. Avrutin
- Verlag
- Springer
- Erscheinungsdatum
- 1999
- Einband
- Hardcover
- Seitenzahl
- 226
- ISBN10
- 0792359364
- ISBN13
- 9780792359364
- Reihe
- Schlagwörter
- Linguistik, Künstliche Intelligenz, Wissen, Syntax, Satzbau, Wortstellung, Psycholinguistik
- Beschreibung
- This book explores child linguistic development through the lens of the syntax-discourse interface. Traditional research has often concentrated on individual linguistic modules, such as syntax, morphology, or phonology. While this approach has its merits, many linguistic phenomena require understanding the interactions among different modules and domains of knowledge. A prime example is pronominal usage, which necessitates both syntactic and pragmatic knowledge that must work together. This perspective suggests a shift in how we approach language acquisition research. If experimental studies reveal that children make errors in specific constructions, it's essential to analyze these results considering the interplay between various linguistic knowledge domains. For instance, if a construction relies on both syntactic and discourse knowledge, children's mistakes may stem from deficiencies in either or both areas, rather than indicating a singular "underdeveloped" aspect. This nuanced understanding emphasizes the complexity of language acquisition and the need to consider multiple factors influencing children's linguistic capabilities.