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Author: Reiko Mazuka
Publisher: Psychology Press
ISBN: 1317781546
Category : Language Arts & Disciplines
Languages : en
Pages : 185
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Book Description
Ever since the notion of explanatory adequacy was promoted by Chomsky in his 1965 Aspects, linguists and psycholinguists have been in pursuit of a psychologically valid theory of grammar. To be explanatorily adequate, a theory of grammar can not only describe the general characteristics of a language but can also account for the underlying psychological processes of acquiring and processing that language. To be considered psychologically valid, a grammar must be learnable by ordinary children (the problem of acquisition) and must generate sentences that are parsable by ordinary people (the problem of processing). Ultimately, the fields of language acquisition and processing are concerned with the same goal: to build a theory that accounts for grammar as it is acquired by children; accessed in comprehension and production of speech; and represented within the human mind. Unfortunately, these two fields developed independently and have rarely been well-informed about each other's concerns. Both have experienced past difficulties as a result. Recently, new models have been developed with full consideration to cross-linguistic diversity. Gone are many of the basic assumptions of conventional models, and in their place a variety of innovative and more flexible assumptions have emerged. However, in their attempt to address cross-linguistic issues, these processing models have yet to fully address the developmental challenge: How can a child without a stable grammar process language and still manage to acquire new grammar? This book attempts to develop a model of language processing that addresses both cross-linguistic and developmental challenges. It proposes to link the setting of a basic configurational parameter during language acquisition to the different organization of processing strategies in left- and right-branching languages. Based primarily on Mazuka's doctoral dissertation, this volume incorporates various responses to the original proposal as well as the author's responses to the comments.
Author: Reiko Mazuka
Publisher: Psychology Press
ISBN: 1317781546
Category : Language Arts & Disciplines
Languages : en
Pages : 185
Get Book
Book Description
Ever since the notion of explanatory adequacy was promoted by Chomsky in his 1965 Aspects, linguists and psycholinguists have been in pursuit of a psychologically valid theory of grammar. To be explanatorily adequate, a theory of grammar can not only describe the general characteristics of a language but can also account for the underlying psychological processes of acquiring and processing that language. To be considered psychologically valid, a grammar must be learnable by ordinary children (the problem of acquisition) and must generate sentences that are parsable by ordinary people (the problem of processing). Ultimately, the fields of language acquisition and processing are concerned with the same goal: to build a theory that accounts for grammar as it is acquired by children; accessed in comprehension and production of speech; and represented within the human mind. Unfortunately, these two fields developed independently and have rarely been well-informed about each other's concerns. Both have experienced past difficulties as a result. Recently, new models have been developed with full consideration to cross-linguistic diversity. Gone are many of the basic assumptions of conventional models, and in their place a variety of innovative and more flexible assumptions have emerged. However, in their attempt to address cross-linguistic issues, these processing models have yet to fully address the developmental challenge: How can a child without a stable grammar process language and still manage to acquire new grammar? This book attempts to develop a model of language processing that addresses both cross-linguistic and developmental challenges. It proposes to link the setting of a basic configurational parameter during language acquisition to the different organization of processing strategies in left- and right-branching languages. Based primarily on Mazuka's doctoral dissertation, this volume incorporates various responses to the original proposal as well as the author's responses to the comments.
Author: Reiko Mazuka
Publisher: Psychology Press
ISBN: 1317781554
Category : Language Arts & Disciplines
Languages : en
Pages : 168
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Book Description
Ever since the notion of explanatory adequacy was promoted by Chomsky in his 1965 Aspects, linguists and psycholinguists have been in pursuit of a psychologically valid theory of grammar. To be explanatorily adequate, a theory of grammar can not only describe the general characteristics of a language but can also account for the underlying psychological processes of acquiring and processing that language. To be considered psychologically valid, a grammar must be learnable by ordinary children (the problem of acquisition) and must generate sentences that are parsable by ordinary people (the problem of processing). Ultimately, the fields of language acquisition and processing are concerned with the same goal: to build a theory that accounts for grammar as it is acquired by children; accessed in comprehension and production of speech; and represented within the human mind. Unfortunately, these two fields developed independently and have rarely been well-informed about each other's concerns. Both have experienced past difficulties as a result. Recently, new models have been developed with full consideration to cross-linguistic diversity. Gone are many of the basic assumptions of conventional models, and in their place a variety of innovative and more flexible assumptions have emerged. However, in their attempt to address cross-linguistic issues, these processing models have yet to fully address the developmental challenge: How can a child without a stable grammar process language and still manage to acquire new grammar? This book attempts to develop a model of language processing that addresses both cross-linguistic and developmental challenges. It proposes to link the setting of a basic configurational parameter during language acquisition to the different organization of processing strategies in left- and right-branching languages. Based primarily on Mazuka's doctoral dissertation, this volume incorporates various responses to the original proposal as well as the author's responses to the comments.
Author: Cindy Gaulin
Publisher: Xlibris Corporation
ISBN: 1462834612
Category : Psychology
Languages : en
Pages : 121
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Book Description
Language Processing Problems: A Guide for Parents and Teachers is an easy-to-read but thorough treatment of a problem which is quite prevalent but often overlooked. Children (and adults) vary in their language processing capacities. Recognizing this variation can be very useful in understanding why certain children are having unexpected difficulties with school or social interactions. Split-second delays in recognizing words, problems remembering what was said, difficulties finding the word needed or organizing a complex sentence can all interfere with communication. For some children these problems are quite significant in spite of perfectly adequate or even exceptional knowledge of words and grammatical rules. The book explains, in laymans terms, how people use language to communicate, the components of the language processing system and the types of problems that can arise with its use. In particular an attempt is made to discriminate between language processing problems and other disorders such as Attention Deficit Disorder (ADD), Central Auditory Processing Disorder (CAPD), Specific Language Impairment (SLI) and Dyslexia. Guidelines are provided for recognizing language processing problems and for deciding how to proceed toward a solution. The book ends with many suggestions which parents, teachers and children can use to address specific and general language processing problems. A quick pass through the book finds that it begins with several examples of children who have language processing problems. It then provides down-to-earth descriptions of what language processing is and how we use speech to communicate. This is followed by discussions of the difference between language knowledge and language processing and other psycholinguistic topics such as word recognition and working memory. Distinctions are drawn between input and output processing and between auditory and visual language processing. These topics are followed by a chapter about how children learn to process language. After this introduction to the workings of language processing, problems with language processing are treated in detail. What are the problems? Who has them? And what causes language processing problems? Confusions of terminology are dealt with and then come two chapters which lay out the intrinsic (genetic) and extrinsic (environmental) factors related to language processing problems. In these chapters I compare and integrate information about related problems which can co-occur or be confused with language processing problems. The next two long chapters help parents and teachers recognize whether a child has a language processing problem and then decide what to do about it. The first of these chapters is divided into sections dealing with preschoolers, school-age children and high school students. The second chapter helps parents and teachers decide whether a speech-language evaluation is needed, what that evaluation should include, and details various possible treatment routes. There are four chapters which provide suggestions for improving listening and following directions, verbal memory, word retrieval and organization of language output, respectively. In each chapter there are suggestions for external strategies (to be used by parents and teachers) and internal strategies (to be used by the child) as well as descriptions of the kinds of treatment available from speech-language pathologists for these problems. A short, final summary is followed by a glossary and references.
Author: Marge Blanc
Publisher:
ISBN: 9780615696102
Category : Autistic children
Languages : en
Pages : 304
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Book Description
Author: Harris Winitz
Publisher: Springer Nature
ISBN: 3030529983
Category : Education
Languages : en
Pages : 379
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Book Description
This book provides a critical analysis and account of the development of the Comprehension Approach as a method for language learning. The author draws on interrelated sub-fields - including linguistic theory, child language acquisition, and educational technology - to examine how a comprehension-based strategy could have pedagogical potential for adult second language learning. While second language pedagogy has to date been dominated by production models, this book takes another look at the Comprehension Approach as a possible alternative, presenting results from both child first language and adult second language contexts. It will be of interest to psycholinguistics and applied linguistics scholars, particularly those with an interest in second language teaching and learning.
Author: W. G. Lehnert
Publisher: Psychology Press
ISBN: 1317769252
Category : Psychology
Languages : en
Pages : 560
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Book Description
First published in 1982. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Manfred Pienemann
Publisher: John Benjamins Publishing
ISBN: 902724121X
Category : Language Arts & Disciplines
Languages : en
Pages : 387
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Book Description
Aims to provide a systematic perspective on some central psychological mechanisms underlying the spontaneous production of interlanguage (IL) speech. The text develops a framework that represents a theory of processability of grammatical structures, referred to as "Processability Theory".
Author: Manfred Pienemann
Publisher: John Benjamins Publishing
ISBN: 9027285535
Category : Language Arts & Disciplines
Languages : en
Pages : 386
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Book Description
This book marks a new development in the field of second language acquisition research. It explores the way in which language processing mechanisms shape the course of language development. Language Processing and Second Language Development thus adds one major psychological component to the search for a theory of second language acquisition. The core of the book is Pienemann’s Processability Theory which spells out which second language forms are processable at which developmental stage. The theory is based on recent research into language processing and is formalised within Lexical-Functional Grammar. The predictions of the theory are applied to the second language development of English, German, Japanese and Swedish. The theory is also tested in on-line experiments. In addition, Processability Theory has major implications for interlanguage variation (including task variation) and age-related differences in language acquisition. All of these issues are explored from a processing perspective with theoretical and empirical rigor.
Author: Natalie Wexler
Publisher: Penguin
ISBN: 0735213569
Category : Education
Languages : en
Pages : 354
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Book Description
The untold story of the root cause of America's education crisis--and the seemingly endless cycle of multigenerational poverty. It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension "skills" at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention.
Author: Zhisheng (Edward) Wen
Publisher: Multilingual Matters
ISBN: 1783093609
Category : Language Arts & Disciplines
Languages : en
Pages : 306
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Book Description
This unique volume offers a comprehensive discussion of essential theoretical and methodological issues concerning the pivotal role of working memory in second language learning and processing. The collection opens with a foreword and introductory theoretical chapters written by leading figures in the field of cognitive psychology. Following these are three research sections containing chapters providing original data and innovative insights into the dynamic and complex relationships between working memory and specific areas of second language processing, instruction, performance and development. Each section concludes with a commentary which is written by a noted SLA researcher and which charts the course for future research. This book provides a fascinating collection of perspectives on the relationship between working memory and second language learning and will appeal to those interested in the integration of cognitive psychology with SLA research.
