Direct Objects and Language Acquisition

Nonfiction, Reference & Language, Language Arts, Linguistics
Cover of the book Direct Objects and Language Acquisition by Ana Teresa Pérez-Leroux, Mihaela Pirvulescu, Yves Roberge, Cambridge University Press
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Author: Ana Teresa Pérez-Leroux, Mihaela Pirvulescu, Yves Roberge ISBN: 9781108505659
Publisher: Cambridge University Press Publication: February 8, 2018
Imprint: Cambridge University Press Language: English
Author: Ana Teresa Pérez-Leroux, Mihaela Pirvulescu, Yves Roberge
ISBN: 9781108505659
Publisher: Cambridge University Press
Publication: February 8, 2018
Imprint: Cambridge University Press
Language: English

Direct object omission is a general occurrence, observed in varying degrees across the world's languages. The expression of verbal transitivity in small children begins with the regular use of verbs without their object, even where object omissions are illicit in the ambient language. Grounded in generative grammar and learnability theory, this book presents a comprehensive view of experimental approaches to object acquisition, and is the first to examine how children rely on the lexical, structural and pragmatic components to unravel the system. The results presented lead to the hypothesis that missing objects in child language should not be seen as a deficit but as a continuous process of knowledge integration. The book argues for a new model of how this aspect of grammar is innately represented from birth. Ideal reading for advanced students and researchers in language acquisition and syntactic theory, the book's opening and closing chapters are also suitable for non-specialist readers.

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Direct object omission is a general occurrence, observed in varying degrees across the world's languages. The expression of verbal transitivity in small children begins with the regular use of verbs without their object, even where object omissions are illicit in the ambient language. Grounded in generative grammar and learnability theory, this book presents a comprehensive view of experimental approaches to object acquisition, and is the first to examine how children rely on the lexical, structural and pragmatic components to unravel the system. The results presented lead to the hypothesis that missing objects in child language should not be seen as a deficit but as a continuous process of knowledge integration. The book argues for a new model of how this aspect of grammar is innately represented from birth. Ideal reading for advanced students and researchers in language acquisition and syntactic theory, the book's opening and closing chapters are also suitable for non-specialist readers.

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