Language Learning / Najlacnejšie knihy
Language Learning

Code: 22625059

Language Learning

by Christine J. Howe

Originally published in 1993, the starting place for this book is the notion, current in the literature for around 30 years at that time, that children could not learn their native language without substantial innate knowledge of ... more

50.57

Availability:

50/50We think title might be available. Upon your order we will do our best to get it within 6 weeks.
We search the world

Availability alert

Add to wishlist

You might also like

Give this book as a present today
  1. Order book and choose Gift Order.
  2. We will send you book gift voucher at once. You can give it out to anyone.
  3. Book will be send to donee, nothing more to care about.

Book gift voucher sampleRead more

Availability alert

Availability alert


Your agreement - Submiting you agree to the Terms and Condtions.

We will watch availability for you

Enter your e-mail address and once book will be available,
we will send you a message. It's that simple.

More about Language Learning

You get 122 loyalty points

Book synopsis

Originally published in 1993, the starting place for this book is the notion, current in the literature for around 30 years at that time, that children could not learn their native language without substantial innate knowledge of its grammatical structure. It is argued that the notion is as problematic for contemporary theories of development as it was for theories of the past. Accepting this, the book attempts an in-depth study of the notions credibility.

Central to the book’s argument is the conclusion that the innateness hypothesis runs into two major problems. Firstly, its proponents are too ready to treat children as embryonic linguists, concerned with the representation of sentences as an end in itself. A more realistic approach would be to regard children as communication engineers, storing sentences to optimize the production and retrieval of meaning. Secondly, even when the communication analogy is adopted, it is glibly assumed that the meanings children impute will be the ones adults intend. One of the book’s major contentions is that a careful reading of contemporary research suggests that the meanings may differ considerably.

Identifying such problems, the book considers how development should proceed, given learning along communication lines and a more plausible analysis of meaning. It makes detailed predictions about what would be anticipated given no innate knowledge of grammar. Focusing on English but giving full acknowledgement to cross-linguistic research, it concludes that the predictions are consistent with both the known timescale of learning and the established facts about children’s knowledge. Thus the book aspires to a serious challenge to the innateness hypothesis via, as its final chapter will argue, a model which is much more reassuring to psychological theory.

Book details

50.57

Trending among others



Collection points Bratislava a 12441 dalších

Copyright ©2008-26 najlacnejsie-knihy.sk All rights reservedPrivacyCookies


Account: Log in
Všetky knihy sveta na jednom mieste. Navyše za skvelé ceny.

Shopping cart ( Empty )

For free shipping
shop for 59,99 € and more

You are here: