Building Language Competence in First Language Acquisition

Elena Lieven

European Review, 2008, vol. 16, issue 4, 445-456

Abstract: Most accounts of child language acquisition use as analytic tools adult-like syntactic categories and grammars with little concern for whether they are psychologically real for young children. However, when approached from a cognitive and functional theoretical perspective, recent research has demonstrated that children do not operate initially with such abstract linguistic entities, but instead on the basis of distributional learning and item-based, form-meaning constructions. Children construct more abstract, linguistic representations only gradually on the basis of the language they hear and use and they constrain these constructions to their appropriate ranges of use only gradually as well – again on the basis of linguistic experience in which frequency plays a key role. Results from empirical analyses of children’s early multiword utterances, the development of the transitive construction and certain types of errors are presented to illustrate this approach.

Date: 2008
References: Add references at CitEc
Citations:

Downloads: (external link)
https://www.cambridge.org/core/product/identifier/ ... type/journal_article link to article abstract page (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:cup:eurrev:v:16:y:2008:i:04:p:445-456_00

Access Statistics for this article

More articles in European Review from Cambridge University Press Cambridge University Press, UPH, Shaftesbury Road, Cambridge CB2 8BS UK.
Bibliographic data for series maintained by Kirk Stebbing ().