Here together for the first time are all of Frederick J. Newmeyer's writings on the origins and development of generative grammar. Spanning a period of fifteen years the essays address the nature of the "Chomskian Revolution", the deep structure debates of the 1970s, and the attempts to apply generative theory to second language acquisition. Written by one of America's most prominent linguists, these articles provide a challenging reappraisal of the "Chomskian Revolution"--the implications of which are still being debated some three decades on.
Routledge English Language Introductions cover core areas of language study and are one-stop resources for students. Assuming no prior knowledge, books in the series offer an accessible overview of the subject, with activities, study questions, sample analyses, commentaries and key readings - all in the same volume. The innovative and flexible 'two-dimensional' structure is built around four sections - introduction, development, exploration and extension - which offer self-contained stages for study. Each topic can be read across these sections, enabling the reader to build gradually on the knowledge gained.
Child Language: - provides a comprehensive overview of language acquisition in children - introduces students to key theories and concerns such as innateness, the role of input and the relation of language to other cognitive functions - teaches students the skills needed to analyze children's language - includes sections on the bilingual child and atypical language development - provides classic readings by key names in the field, such as Brian MacWhinney, Richard Cromer, Jean Aitchison and Eve Clark.
This book contains reports of research on bilingualism in infants and children as well as perspectives from those involved in cross-linguistic research on language development, literacy development in bilingual children, and psycholinguistic research on bilingualism in adults. It offers a fresh multidisciplinary perspective and next steps for research on childhood bilingualism.
Proceedings of the Child Language Seminar, University of Wales, Bangor, School of English and Linguistics, Mar. 28-30, 1994.
Comprises 17 of the papers presented at the Child Language Seminar, U. of Wales, Bangor in 1994. Contributors from Canada, Switzerland, Italy, The Netherlands, and Britain provide an international perspective on current developments. Papers address topics including bilingualism, comprehension, computer modelling of language acquisition, exceptional language and literacy, language disorders, phonological development, syntactic development, and sign language. Lacks an index. Annotation c. by Book News, Inc., Portland, Or.
It is no surprise that a large amount of interesting contemporary work on all aspects of bi-tri-and multilingualism emanates from Spain. A portrait of the young in the new multilingual Spain provides a rich example of this work, covering many aspects, both internal and external, of a multi-faceted phenomenon. Factors taken into account include the context of acquisition linguistic input, the "critical mass" hypothesis, the role of the classroom "personal factors" learners with SLI, learners of different ages, the role of literacy and the nature of bilingual linguistic competence: Grosjean's "the bilingual is not two monolinguals in one person". From the grammatical point of view this last factor finds an almost ideal testing ground in Spain, with the availability of bilinguals speaking closely-related languages (Spanish and Catalan) and non-related languages (Basque and Spanish), a fact reflected in this book. Finally, and above all, this book is a striking example of the way attitudes to bi-and multilingualism have changed. Professor Clive Perdue, France Universite Paris 8, France
