Maya Hickmann, Edy Veneziano, Harriet Jisa (eds.) (2018): Sources of Variation in First Language Acquisition Languages, contexts, and learners. Amsterdam: John Benjamins Publishing Company – ISBN: 9789027244123

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ISBN 9789027244123 | EUR 99.00 | USD 149.00

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ISBN 9789027265326 | EUR 99.00 | USD 149.00

Developmental research has long focused on regularities in language acquisition, minimizing factors that might be responsible for variation. Although researchers are now increasingly concerned with one or another of these factors, this volume brings together research on three different sources of variation: language-specific properties, the nature of the input to children across contexts, and several aspects of the learners themselves. Chapters explore these sources of variation within an interdisciplinary and comparative approach allying theories and methodologies stemming from linguistics, psycholinguistics, developmental psychology, and neuroscience. The comparative perspective involves different languages, contexts of use, types of learners (first/second language acquisition, monolingual/bilingual learners, autism, language impairment), as well as vocal and visuo-gestural communicative modalities (co-verbal gestures, sign language acquisition). The volume points to the need to enhance interdisciplinary research using complementary methodologies to further examine sources of variation and to integrate variation into a more general developmental theory.
[Trends in Language Acquisition Research, 22]  2018.  x, 444 pp.
Publishing status: Available

Table of Contents
List of authors (alphabetical)
viii–x
Introduction. What can variation tell us about first language acquisition?
Maya Hickmann, Edy Veneziano and Harriet Jisa
1–24
Part I. Universals and cross-linguistic variation in acquisition
Chapter 1. Templates in child language
Marilyn Vihman and Sophie Wauquier
27–44
Chapter 2. Phonological categories and their manifestation in child phonology
Yvan Rose
45–62
Chapter 3. Bootstrapping lexical and syntactic acquisition
Perrine Brusini, Alex de Carvalho, Isabelle Dautriche, Ariel Gutman, Elodie Cauvet, Séverine Millotte, Pascal Amsili and Anne Christophe
63–80
Chapter 4. Retrieving meaning from noun and verb grammatical contexts: Interindividual variation among 2- to 4-year-old French-speaking children
Edy Veneziano and Christophe Parisse
81–102
Chapter 5. Language-specificity in motion expression: Early acquisition in Korean compared to French and English
Soonja Choi
103–122
Chapter 6. Cross-linguistic variation in children’s multimodal utterances
Aslı Özyürek
123–138
Chapter 7. Gesture and speech in adults’ and children’s narratives: A cross-linguistic investigation of Zulu and French
Jean-Marc Colletta, Ramona Kunene Nicolas and Michèle Guidetti
139–160
Part II. Variation in input and contexts during acquisition
Chapter 8. Conversational partners and common ground: Variation contributes to language acquisition
Eve V. Clark
163–182
Chapter 9. Invariance in variation: Frequency and neighbourhood density as predictors of vocabulary size
Sophie Kern and Christophe dos Santos
183–200
Chapter 10. New perspectives on input-output dynamics: Example from the emergence of the Noun category
Dominique Bassano-Bonhommo and Paul van Geert
201–218
Chapter 11. Referential features, speech genres and activity types
Anne Salazar Orvig, Haydée Marcos, Julien Heurdier and Christine da Silva
219–242
Chapter 12. Development of discourse competence: Spatial descriptions and narratives in L1 French
Marzena Watorek
243–264
Chapter 13. Texting by 12-year-olds: Features shared with spoken language
Josie Bernicot, Antonine Goumi, Alain Bert-Erboul and Olga Volckaert-Legrier
265–284
Part III. Variation in types of acquisition and types of learners
Chapter 14. A unified model of first and second language learning
Brian MacWhinney
287–312
Chapter 15. Online sentence processing in simultaneous French/Swedish bilinguals
Michèle Kail, Maria Kihlstedt and Philippe Bonnet
313–338
Chapter 16. The blossoming of negation in gesture, sign and oral productions
Aliyah Morgenstern, Marion Blondel, Pauline Beaupoil-Hourdel, Sandra Benazzo, Dominique Boutet, Angelika Kochan and Fanny Limousin
339–364
Chapter 17. Motion expression in children’s acquisition of French Sign Language
Marie-Anne Sallandre, Camille Schoder and Maya Hickmann
365–390
Chapter 18. Early predictors of language development in Autism Spectrum Disorder
Helen Tager-Flusberg
391–408
Chapter 19. Spoken and written narratives from French- and English-speaking children with Language Impairment\
Judy Reilly, Josie Bernicot, Lara Polse, Thierry Olive, Joel Uze, Beverly Wulfeck, Lucie Broc, Monik Favart and Mark Appelbaum
409–426
Chapter 20. Non-literal language comprehension: Brain damage and developmental perspectives
Virginie Dardier and Maud Champagne-Lavau
427–438
Language index
439
Subject index
440–444
“This collection presents a broad new look at the importance of variation in language acquisition. The first part considers it in the course of language acquisition, from first words through syntax, including phonology, prosody, rhythm, grammatical morphemes, syntax, discourse and narrative. The chapters in the middle section present evidence on the effects of practice, speech genre, and register. The final section addresses different types of learners, including multilingual, sign language and autism spectrum disorder. Data are from French, Dutch, Korean, English, Turkish, Japanese, Zulu, Swedish, LSF and Italian.”
Ann Peters, University of Hawai’i
“This book is timely. “Celebrate diversity” is a motto of our era, and the authors assembled here examine many ways in which language learners and language environments are diverse. The study of variation can reveal the range of possible developmental paths and the factors that influence those paths, leading to more refined models of language learning. This rich volume provides masses of much-needed data of many sorts. Variations in input are examined along with necessary attention to variations in ways in which learners make use of different sorts of input across types of communication and communicative settings. This book makes it evident that there is no prototypical learner or learning situation, no prototypical type of communication or type of language. The challenge lies in determining what aspects of all of this diversity are relevant for models of language learning. That challenge cannot be met without the findings and ideas provided here.”
Dan I. Slobin, University of California, Berkeley

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