development syntax discourse interface von avrutin (8 Ergebnisse)

Gr.-8°, hardcover. Zustand: Sehr gut. 226 Seiten : Ausgetragenes Bibliotheksexemplar, Buch ist in einem sehr guten Zustand, Schnitt gestempelt, Papier in sehr gutem Zustand. DE-10-75 Sprache: Englisch Gewicht in Gramm: 1101.

Hardcover. Zustand: Very Good. 1999. It's a well-cared-for item that has seen limited use. The item may show minor signs of wear. All the text is legible, with all pages included. It may have slight markings and/or highlighting.

Hardcover. XII, 213 S. Gebrauchtes Buch aus ehem. Privatbesitz. GUTER Zustand, wenige Gebrauchsspuren. Used book, few traces of use. C07497 9780792359364 Sprache: Englisch Gewicht in Gramm: 550.

Zustand: Good. This is an ex-library book and may have the usual library/used-book markings inside.This book has hardback covers. In good all round condition. No dust jacket. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,500grams, ISBN:9780792359364.

Buch. Zustand: Neu. Neuware -In this book, I address several issues of child linguistic development from the perspective of the syntax -discourse interface. Traditionally, language acquisition research has focused on the development of one of the linguistic modules, e.g. acquisition of syntax, morphology or phonology. While this approach can be viewed as fruitful in some cases, there is a number of linguistic phenomena whose explanation depends on the interaction of different modules and, therefore, different domains of linguistic knowledge. A typical example is pronominal anaphora: It can be shown that to correctly use pronominal elements, normal adult speakers must possess both syntactic and pragmatic knowledge, and that these kinds of knowledge must interact with each other. With regard to the language acquisition process, such phenomena suggest a somewhat different approach to the language acquisition research. Indeed, if some experimental studies show that children make errors in the construction under investigation, it will be necessary to consider these results from the point of view of the interaction of the different domains of linguistic knowledge involved in their interpretation. In other words, if this particular construction requires the integration of, for example, syntactic and discourse-based knowledge, children's errors may, in principle, be due to their lack of the former, the latter, or both kinds of knowledge, and cannot be taken as direct evidence for the 'underdeveloped' status of just one of them. 232 pp. Englisch.

Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - In this book, I address several issues of child linguistic development from the perspective of the syntax -discourse interface. Traditionally, language acquisition research has focused on the development of one of the linguistic modules, e.g. acquisition of syntax, morphology or phonology. While this approach can be viewed as fruitful in some cases, there is a number of linguistic phenomena whose explanation depends on the interaction of different modules and, therefore, different domains of linguistic knowledge. A typical example is pronominal anaphora: It can be shown that to correctly use pronominal elements, normal adult speakers must possess both syntactic and pragmatic knowledge, and that these kinds of knowledge must interact with each other. With regard to the language acquisition process, such phenomena suggest a somewhat different approach to the language acquisition research. Indeed, if some experimental studies show that children make errors in the construction under investigation, it will be necessary to consider these results from the point of view of the interaction of the different domains of linguistic knowledge involved in their interpretation. In other words, if this particular construction requires the integration of, for example, syntactic and discourse-based knowledge, children's errors may, in principle, be due to their lack of the former, the latter, or both kinds of knowledge, and cannot be taken as direct evidence for the 'underdeveloped' status of just one of them.

Zustand: New. The main focus of this book is the development of referential abilities in young children. A new theoretical model of the syntax--discourse interface is presented, and it is shown how the proposed model can explain various psycholinguistic findings. Series: Studies in Theoretical Psycholinguistics. Num Pages: 214 pages, biography. BIC Classification: CFDC. Category: (P) Professional & Vocational; (UP) Postgraduate, Research & Scholarly; (UU) Undergraduate. Dimension: 241 x 164 x 17. Weight in Grams: 532. . 1999. Hardback. . . . . Books ship from the US and Ireland.

Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - In this book, I address several issues of child linguistic development from the perspective of the syntax -discourse interface. Traditionally, language acquisition research has focused on the development of one of the linguistic modules, e.g. acquisition of syntax, morphology or phonology. While this approach can be viewed as fruitful in some cases, there is a number of linguistic phenomena whose explanation depends on the interaction of different modules and, therefore, different domains of linguistic knowledge. A typical example is pronominal anaphora: It can be shown that to correctly use pronominal elements, normal adult speakers must possess both syntactic and pragmatic knowledge, and that these kinds of knowledge must interact with each other. With regard to the language acquisition process, such phenomena suggest a somewhat different approach to the language acquisition research. Indeed, if some experimental studies show that children make errors in the construction under investigation, it will be necessary to consider these results from the point of view of the interaction of the different domains of linguistic knowledge involved in their interpretation. In other words, if this particular construction requires the integration of, for example, syntactic and discourse-based knowledge, children's errors may, in principle, be due to their lack of the former, the latter, or both kinds of knowledge, and cannot be taken as direct evidence for the 'underdeveloped' status of just one of them.