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How Children Learn Language (Cambridge Approaches to Linguistics), by William O'Grady
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Demonstrating how children learn to produce and distinguish between sounds, and their acquisition of words and meanings, this book explains their incredible mastery of language. William O'Grady provides readers with an overview not only of the language acquisition process itself, but also of the ingenious experiments and techniques that researchers use to investigate this mysterious phenomenon.
- Sales Rank: #886376 in Books
- Brand: Brand: Cambridge University Press
- Published on: 2005-02-14
- Original language: English
- Number of items: 1
- Dimensions: 8.50" h x .75" w x 5.43" l,
- Binding: Paperback
- 246 pages
- Used Book in Good Condition
Review
"The strength of this wonderful literary production lies in its simple and illustrative manner and how the author makes the research information reported here accessible to parents, students, and other people who are not in the field."
Maria C. Gomis, Childhood Education
"How Children Learn Language is a small but masterful introduction to research findings concerning language development. It is also an interesting read. Besides being well written, the book is adequately and relevantly illustrated and includes a bibliography of close to 300 works, most quite recent, but many of which are reports of important earlier research." PsycCritiques Lowell Brubaker
About the Author
William O'Grady is Professor of Linguistics at the University of Hawaii.
Most helpful customer reviews
0 of 0 people found the following review helpful.
Five Stars
By Amazon Customer
i like it so much..
7 of 7 people found the following review helpful.
Fascinating!
By Rodger Shepherd
As a father, grandfather, and former pediatrician, I have observed many children acquire a language. However, only recently did I become deeply curious about this mysterious process. This book proved to be exactly what I needed. The presentation is orderly, well-written, and very readable. The process of language acquisition is analysed and described clearly. The clever methods of researchers in this field are made understandable and fascinating. The mysteries remaining to be explained are presented frankly. This is a book that both parents and professionals can read for both pleasure and enlightenment.
2 of 2 people found the following review helpful.
Very good summary of current knowledge, clearly presented
By bukhtan
This book, written by a linguist at the University of Hawaii, is a good introduction to current academic thinking on children's first-language acquisition. It is not intended as a guide for parents, per se, but is usable for parents interested in this aspect of their children's development (there are occasional interjections to the effect "not to worry"). It's written in a very clear style with a very logical arrangement, without jargon drawn from linguistics. The discussion is limited almost entirely to an English monolingual environment, and does not go beyond early childhood and the acquisition of the local basic grammar and vocabulary.
The author starts by examining how children learn the meaning of words in isolation and how sentence structure and other elements of grammar appear to be acquired. Only in the second part does he explore phonology; with good grounds for the general reader, as this involves considerably greater abstraction. Thereupon some sociolinguistics appear, in the context of differing parental behaviors. Finally, the author discusses abstract models of human language as they bear on language learning; is the language learning facility a separate brain function, unto itself, or is it just an extension of other parts of human mental equipment? All of this is discussed in the clearest and most concrete terms.
Brief appendices include the International Phonetic Alphabet as it is used in the book and some tips for keeping diary-style records of a child's languistic behavior and progression. In this context I might mention that the single "how to/how not to" element occurs in the author's discussion of "re-casting"; does adult repetion of children's statements, in standard grammatical format, correcting deviations from local norms, help children acquire these norms? The answer appears to be "no".
A minor quibble: when referring to children by pronouns, the author randomly switches between "he" and "she" when sex is not at issue. When parents are referred to, the author inevitably uses the word "mother", in which case sex could conceivably be an issue in terms of linguistic usage or other behaviors. It would have been clearer in my opinion if the author had followed what is current colloquial English usage and said "they, them" etc. If parents are meant, say "parents". But this sort of thing is common in writing in academia, even when the audience consists of non-academics, as in this case.
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