Language acquisition Books
Equinox Publishing Ltd Assessing the Language of Young Learners
Book SynopsisThis volume offers new insights into the assessment of the language of Young Learners (YLs). YLs are defined here as being from 5 to 17 years, and are treated as three distinct subgroups: younger children (5/6 to 8/9 years), older children (8/9 to 12/13 years) and teenagers (12/13 to 17 years).The first half addresses fundamental issues, beginning with the characteristics of YLs and how these are manifested in first language development. The authors consider the potential ability of each age group to perform in a second or foreign language, proposing a rough age-related correspondence with CEFR levels. Finally, principles of assessment, specifically formative assessment and testing, are presented in the light of linguistic, cognitive and social development.The second half focusses on testing a range of 'skills'. Theoretical models of performance are introduced, followed by a practical analysis of approaches to the testing of each skill for the three age groups, illustrated with examples. The authors conclude by summing up developmental characteristics of each age group, and their implications for language testing.The book is intended for a wide readership within the field of teaching and assessing the language of young learners. Researchers are offered scope for further investigation of what emerges from the discussion, while practitioners will hopefully find support in their day-to-day work with YLs.Trade ReviewOverall, I believe that this is a very comprehensive and nice introduction to assessment for young learners. It was written in such a clear and accessible manner. This book will be a great addition to the existing literature on this topic;Yoko Goto Butler, Associate Professor, Penn Graduate School of EducationTable of ContentsIntroductionChapter 1: Children and Teenagers: Developmental IssuesChapter 2: The L2 of Young LearnersChapter 3: The Common European Framework of ReferenceChapter 4: Assessing the L2 of Young LearnersChapter 5: Testing ReadingChapter 6: Testing WritingChapter 7: Testing SpeakingChapter 8: Testing Listening Chapter 9: Testing Vocabulary and Grammar Chapter 10: Conclusion Appendix A: An Overview of Nippold's Findings on L1 Development at Ages 5, 10, 15 and 25 Years Appendix B.1: AYLLIT Scale of Descriptors Appendix B.2: The Aptis for Teens Scales for Assessing the Writing of Teenagers Appendix B.3: The Aptis for Teens Scales for Assessing the Speaking of Teenagers Appendix C.1: Click and Drag Item - Norwegian National Testing of English (NNTE) (Reading, 5th Grade) Appendix C.2: Click and Drag Item - Norwegian National Testing of English (NNTE) (Reading, 5th Grade) Appendix C.3: Aptis for Teens B1 Reading Appendix C.4: Aptis for Teens B2 Reading Appendix C.5: Teens Writing Tasks Sample Item Appendix C.6: Aptis General (Adults) B2 Speaking (Long-turn) Appendix C.7: Aptis for Teens B2 Speaking (Long-turn)
£23.70
University of Toronto Press Delivering Processing Instruction in Classrooms and in Virtual Contexts
£63.75
Edward Elgar Publishing Ltd Cognitive Science
Book SynopsisCognitive science is the study of intelligence and intelligent systems. Several disciplines including psychology, philosophy, linguistics and the neurosciences have well-established interests in these topics. Cognitive science is an attempt to organise and unify views of thought developed within these distinct disciplines. Cognitive Science is concerned with the construction of abstract theory of intelligent processes, the investigation of human and animal intelligence with the goal of developing a theory of intelligent processes from these observations and the investigation of computational principles that underlie the organisation and behavior of computer programmes.This three volume set presents a careful selection of the most important seminal articles on cognitive science. The editors have prepared a new comprehensive introduction to accompany the volumes.Table of ContentsContents: Acknowledgements Introduction Volume I Part I: FOUNDATIONAL ISSUES 1. D.A. Norman (1980), ‘Twelve Issues for Cognitive Science’ 2. J.A. Feldman and D.H. Ballard (1982), ‘Connectionist Models and Their Properties’ 3. P.N. Johnson-Laird (1985), ‘Mental Models’ 4. J.A. Fodor (1985), ‘Précis of the “The Modularity of the Mind”’ 5. J.E. Laird, A. Newell and P.S. Rosenbloom (1987), ‘SOAR: An Architecture for General Intelligence’ 6. D.C. Dennett and M. Kinsbourne (1992), ‘Time and the Observer: The Where and When of Consciousness in the Brain’ 7. A. Newell (1992), ‘Précis of “Unified Theories of Cognition”’ Part II: ConceptualiZation, Learning, Memory 8. E.H. Rosch (1973), ‘Natural Categories’ 9. W.A. Woods (1975), ‘What’s in a Link: Foundations for Semantic Networks’ 10. A.M. Collins and E.F. Loftus (1975), ‘A Spreading-Activation Theory of Semantic Processing’ 11. R.C. Schank (1980), ‘Language and Memory’ 12. J.R. Anderson (1983), ‘Production Systems and ACT’ 13. D.E. Rumelhart, G.E. Hinton and R.J. Williams (1986), ‘Learning Internal Representations by Error Propagation’ Name Index Volume II Part I: Representation 1. R.N. Shepard and J. Metzler (1971), ‘Mental Rotation of Three-Dimensional Objects’ 2. Z.W. Pylyshyn (1973), ‘What the Mind’s Eye Tells the Mind’s Brain: A Critique of Mental Imagery’ 3. M. Minsky (1975), ‘A Framework for Representing Knowledge’ 4. J.R. Anderson (1978), ‘Arguments Concerning Representations for Mental Imagery’ 5. S.M. Kosslyn (1981), ‘The Medium and the Message in Mental Imagery: A Theory’ 6. R.J. Brachman and J.G. Schmolze (1985), ‘An Overview of the KL-ONE Knowledge Representation System.’ PART II: PROBLEM SOLVING AND UNDERSTANDING 7. A. Newell and H.A. Simon (1963), ‘GPS, A Program that Simulates Human Thought’ 8. R.M. Kaplan (1972), ‘Augmented Transition Networks as Psychological Models of Sentence Comprehension’ 9. D. Kahneman and A. Tversky (1973), ‘On the Psychology of Prediction’ 10. E.H. Shortliffe, R. Davis, S.G. Axline, B.G. Buchanan, C. Cordell Green and S.N. Cohen (1975), ‘Computer-Based Consultations in Clinical Therapeutics: Explanation and Rule Acquisition Capabilities of the MYCIN System’ 11. M.L. Gick and K.J. Holyoak (1980), ‘Analogical Problem Solving’ 12. J.L. McClelland and D.E. Rumelhart (1981), ‘An Interactive Activation Model of Context Effects in Letter Perception: Part 1. An Account of Basic Findings’ 13. R.C. Schank (1983), ‘The Kinds of Structures in Memory’ 14. G.L. Drescher (1991), ‘Synopsis of Schema Mechanism Performance’ PART III: VISUAL PERCEPTION 15. J. Morton (1969), ‘Interaction of Information in Word Recognition’ 16. W.G. Chase and H.A. Simon (1973), ‘Perception in Chess’ 17. D.J. McArthur (1982), ‘Computer Vision and Perceptual Psychology’ 18. D. Marr (1985), ‘Vision: The Philosophy and the Approach’ 19. I. Biederman (1987), ‘Recognition-by-Components: A Theory of Human Image Understanding’ Name Index Volume III PART I: COMPREHENSION 1. R.C. Schank (1972), ‘Conceptual Dependency: A Theory of Natural Language Understanding’ 2. J. Kimball (1973), ‘Seven Principles of Surface Structure Parsing in Natural Language’ 3. H.P. Grice (1975), ‘Logic and Conversation’ 4. M.P. Marcus (1979), ‘A Theory of Syntactic Recognition for Natural Language’ 5. S. Pinker (1979), ‘Formal Models of Language Learning’ 6. T. Winograd (1980), ‘What Does It Mean to Understand Language?’ 7. M. Studdert-Kennedy (1980), ‘Speech Perception’ 8. L.D. Erman, F. Hayes-Roth, V.R. Lesser and D.R. Reddy (1980), ‘The Hearsay-II Speech-Understanding System: Integrating Knowledge to Resolve Uncertainty’ PART II: PRODUCTION 9. M.F. Garrett (1975), ‘The Analysis of Sentence Production’ 10. P.R. Cohen and C.R. Perrault (1979), ‘Elements of a Plan-Based Theory of Speech Acts’ 11. D.E. Rumelhart and D.A. Norman (1982), ‘Simulating a Skilled Typist: A Study of Skilled Cognitive-Motor Performance’ 12. B.J. Grosz and C.L. Sidner (1986), ‘Attention, Intentions, and the Structure of Discourse’ 13. D.A. Norman (1991), ‘Cognitive Artifacts’ Name Index
£717.00
John Wiley & Sons Inc The Hickey Multisensory Language Course
Book SynopsisThe Hickey Multisensory Language Course has become a classic. It is widely used throughout the UK by teachers working with dyslexic learners of all ages, and is a core text for university courses directed at specialist teachers. Moreover, it has exerted a powerful influence on approaches to teaching literacy skills, including the National Literacy Strategy Framework for teaching. Children now have an entitlement to access to the National Curriculum. Special educational needs, including dyslexia, must be identified, assessed, and addressed, mostly within an inclusive mainstream classroom. Special programmes such as the Hickey are implemented as part of an Individual Education Plan, and need to be linked to the Literacy Hour. The Third edition makes explicit links with current classroom organisation and gives examples of appropriate IEPs, and suggestions for use of ICT. To address the need for specific training in phonological awareness, the Hickey Lesson Plan has been modified, and a chapter added which includes specific games and activities to develop phonological awareness, and to develop the use of strategies in reading a range of whole texts.Table of ContentsPart 1. Some Basic Problems Which may Affect School Performance. The pupil's Need for Simultaneously Seeing, Hearing, Saying and Writing The Written word When Learning Written Language Skills. Taking Hickey Into The 21st century. The Language Training Course. The Alphabet and Dictionary. Handwriting. Reading. Spelling. Story Writing. Suggestions for Self-learning activities in Reading and Spelling. Part 2. The Language Training course.
£101.66
John Wiley & Sons Inc Child Language Development: Learning to Talk
Book SynopsisThis publication is concerned with the early stages of language acquisition and is designed for use by early childhood teachers, nursery nurses, special education teachers and others working with children experiencing difficulties in learning to talk. Procedures are described that can be used to assess a child' s current skills and plan activities to increase communicative competence. The programme described is based on a developmental sequence that moves the early skills of joint attention, turn-taking and appropriate play to the more complex skills of asking and answering questions. Other issues discussed include sound development and intelligibility, the use of augmentative and alternative communication as stepping stones to speech, working with children and with families. The second edition has an expanded focus on the place of communicative intentions in early language development.Trade Review"...a great resource for anyone working with young children who are finding learning to talk a difficult task." (Australian Centre for Educational Studies, June 2006)Table of ContentsPart 1. Background to The Language Programme. Explanations for language Development in Children. Acquiring Language, The Developmental sequence. Contexts for Learning, Routine Events and Play. Talking With children. Part 2. Designing and Implementing a Language Programme. Organizing a Language Programme. Preliminary Skills, Programme Level 1. Preverbal skills, Programme Level 2. First Words, Programme Level 3. Programme Levels 4 and 5 - Communicative Intentions. Part 3,. Issues in Implementation. Phonological Development and Intelligibility. Augmentative and Alternative forms of Communication as Stepping Stones to Speech. Working With Children whose Home Language is Other Than English. Working With Children in Groups. Working With Families. References. Index.
£56.00
John Wiley & Sons Inc Hearing Impairment, Auditory Perception and
Book SynopsisThis work deals with the effect of hearing development - impaired and normal - on the child's acquisition of language skills. Emphasis is placed on the importance of the early educational and social management of the hearing-impaired child.Table of ContentsAcknowledgements. General preface. Introduction 1. Auditory and speech perception in the normally hearing adult: an overview. 2. Development of auditory and speech perception: an overview. 3. Development of language in the normally hearing child: an overview. 4. Hearing disorders in children: an overview. 5.Auditory perception in sensorineural hearing loss. 6. Language disability and sensorineural hearing loss. 7. Fluctuating conductive hearing loss. 8. Reading disability in sensorineural hearing loss. 9. Unilateral hearing loss. 10. Central auditory dysfunction. Concluding remarks. References. Index.
£64.55
John Wiley & Sons Inc Disorders of Communication: The Science of
Book SynopsisThis book is one of a series whose primary aim is to inform the professional speech and language clinicians and their colleagues in the caring professions. The starting point for this series was a systematic review of those topics in human communication which are essential to the development of effective treatment programmes and effective clinicians. This collection of essays is designed to present the speech student and language clinician with an integrated introduction to contemporary thought and practice in the science of speech and language pathology and intervention. It aims to provide a broad coverage of the basic issues in the field written by specialized authors from both sides of the Atlantic.Table of ContentsPart I Intervention Framework. Philosophy in Intervention, M. Leahy. Classification of Communication Disorders, Marie de Montford Supple. Epidemiology of Communication Disorders and Service Planning, P. Enderby. Profession at Work, A. van der Gang et al. Part II Communication Disorders in children. Childhood Language, A. Kamhi. Childhood Phonological Disorders, J. Lambert and D. Waters. Childhood Articulation Disorders of Neurogenic Origins, P. Hall. Childhood Voice Disorders, P. Sloane. Childhood Stuttering, I. Horsley. Cleft Palate and Other Craniofacial Anomalies in Children, J. Russell. Part III Adults. Aphasia - Progress in Theory-based Intervention, R. Lesser. Acquired Speech Dyspraxia, N. Miller. Dysarthria Assessments - Some perspectives for Treatment, J. Abbs and R. Depaul. Voice Disorders in Adults, J. Stemple. Stuttering in Adults, M. Leahy. Surgical Rehabilitation of Adults, J. Logemann.
£64.55
Springer International Publishing AG L2 Writing Assessment: An Evolutionary
Book SynopsisThis book tackles three choices that face developers of L2 writing assessments: defining L2 writing abilities; collecting evidence of those abilities (usually by getting L2 writers to write something); and judging their performance (usually by assigning a score or grade to it). It takes a historical view of how assessment developers have made those choices, how contemporary practices emerged, and of alternative techniques that have risen and fallen over time. The three sections each tackle one of these choices. The first considers the social functions that define L2 writing and assessment; the second relates how assessment tasks have adapted to changing conceptions of languages, writing, and assessment; and the third explores how scoring systems have evolved. Each section brings the reader up to date with current issues confronting writing assessment (both in large-scale testing and in language classrooms) before considering the new opportunities and challenges of the digital age. This book will be of interest to students, scholars and practitioners in language assessment, language education, and applied linguistics.Trade Review“L2 Writing Assessment: An Evolutionary Perspective written by Anthony Green provides an in-depth look at L2 writing assessment from a critical angle which has been under-investigated to date. … Language assessment provides valuable feedback to both teachers and students about their progress and areas for improvement, which is an essential part of language learning. … This book, L2 Writing Assessment: An Evolutionary Perspective, deserves a recommendation for its compelling content.” (Hassan Mohebbi and Eunjeong Park, Assessing Writing, Vol. 57, July, 2023)Table of ContentsPart I: Getting started with L2 writingChapter 1: IntroductionPart II: Getting writers to writeChapter 2: Public education, rhetoric, and examinationsChapter 3 :The dawn of the language testChapter 4: Assessment trends and the revival of writingChapter 5: Shifting views of L2 writingPart III: Judging language learners’ writingChapter 6: Compelling consensus: from mark schemes to the scaling of samplesChapter 7: Rating scales and beyondChapter 8: Directions in L2 writing assessment
£104.49
Springer International Publishing AG Instructed Second Language Pragmatics for The
Book SynopsisPragmatic instruction has received momentous attention in Second Language Acquisition (SLA) over the last decades. In order to scrutinize the effectiveness of L2 instruction, meta-analyses are warranted; nonetheless, meta-analyses have been largely neglected, despite the fact that they provide a systematic explanation of the findings from the previous studies. Since meta-analysis is flourishing by leaps and bounds in each and every field, pragmatic studies are not the exception, and among miscellaneous constructs and units of analysis in pragmatics, the speech acts of request, apology, and refusal are investigated in this book. To bridge this gap, this book mainly presents the variables which can moderate the effectiveness of L2 instruction such as age, gender, proficiency, outcome measures, psycholinguistic features, research design, and treatment types. The first chapter of the book outlines the theoretical underpinnings of the study, accentuating the importance of conducting meta-analysis in this field of study. The second chapter elaborates on the empirical studies and a thorough review of the relevant research. The third chapter deals with the design of the study in which the inclusion and exclusion criteria, effect size calculation, coding of the variables, and reliability have been outlined while chapter four presents the obtained outcomes and results of the study. The last chapter describes the final remarks of the study, the limitations, implications, and the directions for future research in the field of pragmatics instruction. Table of ContentsOverview of Theoretical Frameworks 1.1 Introduction 1.2 Theoretical Underpinnings 1.2.1 Models of Communicative Competence and Pragmatics 1.2.2 Defining Pragmatics and Interlanguage Pragmatics 1.2.3 Theoretical Methods and Approaches 1.2.3.1 Cognitive Approaches in L2 Pragmatic Research 1.2.3.2 The Noticing Hypothesis 1.2.4 Speech Acts 1.2.5 Instructed Second Language Acquisition 1.2.6 Meta-Analysis 1.2.7 The Synopsis of the Book 2. 2. Empirical Background 2.1.1 Studies on L2 Pragmatics for the Speech Acts of Request, Apology, and Refusal 2.1.2 Meta- Analyses in L2 Pragmatics 2.2 Conclusion Design of the Study 3.1 Introduction 3.2 Aims and Research Questions 3.3 Research Design 3.4 Inclusion and Exclusion Criteria 3.5 Effect Size Calculation 3.6 Coding of Moderator Variables 3.7 Missing Data 3.8 Reliability 3.9 Publication Bias 3.10 Conclusion Results 4.1 Introduction 4.2 Overall Meta-Analysis Results of L2 Pragmatic Instrcution in an Iranian Context 4.3 Moderator Analyses 4.4 Discussion 4.4.1 RQ1: What is the Overall Effectiveness of L2 Pragmatic Instruction? 4.4.2 RQ2: Which Variables Moderate the Effectiveness of L2 Pragmatic Instruction? 4.5 Conclusion Conclusions, Pedagogical Implications, and Directions for Future Research 5.1 Conclusions 5.2 Limitations 5.3 Implications 5.4 Directions for Future Research
£98.99
Clarendon Press Optimality Theory Phonology Syntax and Acquisition Oxford Linguistics
Book SynopsisOptimality theory has revolutionized phonological theory, and its insights are now being applied to other central aspects of language. This book presents the results of research as applied to syntax/language acquisition, as well as considering the main lines of attack by rule-based grammarians.Table of ContentsPART IA: PHONOLOGY - PROSODIC REPRESENTATIONS ; PART IB: PHONOLOGY - SEGMENTAL PHONOLOGY ; PART II: SYNTAX ; PART III: THE ACQUISITION OF SYNTAX AND PHONOLOGY
£48.45
Taylor & Francis Ltd Communication in Atypical Infants and Toddlers
Book SynopsisThis book presents a comparative review of the latest studies and data on prelinguistic communication and early semantic development in autism spectrum disorder (ASD), Williams syndrome (WMS), attention-deficit/hyperactivity disorder (ADHD), and early language delay. Papaeliou offers a critical analysis of the literature, compares key theoretical approaches, and interprets data on development in atypical populations.A fruitful synthesis of theory and research reveals that, instead of cognitive deficits, the core feature of these neurodevelopmental disorders consists of deficits in the ability for self- and intersubjective coordination, which adversely affects early interactions and, consequently, the emergence of language. The book composes fragmentary proposals on the role of rhythm disruptions in different conditions, setting out the idea that disruption in interactional synchrony is a connecting thread through neurodevelopmental disorders which show high prevalence or high
£33.99
Taylor & Francis Ltd Communication in Atypical Infants and Toddlers
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£135.00
Taylor & Francis Ltd Translation as a Cognitive Activity
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£152.56
Taylor & Francis A Students Guide to Developmental Psychology
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£135.00
Taylor & Francis Ltd Developing Interactional Competence at the Workplace
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£152.56
Taylor & Francis Corpus Use in Italian Language Pedagogy
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£39.99
Taylor & Francis Understanding Variability in Second Language Acquisition Bilingualism and Cognition
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£39.99
Taylor & Francis Ltd Research Methods in Generative Second Language Acquisition
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£152.56
Taylor & Francis Ltd Language Acquisition
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£1,235.00
Taylor & Francis Ltd SecondLanguage Acquisition
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£1,150.00
Taylor & Francis Referential Communication Tasks Second Language Acquisition Research Series
Book SynopsisReferential communication is the term given to communicative acts, generally spoken, in which some kind of information is exchanged between one speaker and another. This information exchange is typically dependent on successful acts of reference, whereby entities (human and non-human) are identified (by naming or describing), are located or moved relative to other entities (by giving instructions or directions), or are followed through sequences of locations and events (by recounting an incident or a narrative). These activities are examples of events that are more typically described as tasks in the area of second language studies. These might be real world tasks encountered in everyday experience or pedagogical tasks specifically designed for second language classroom use. This volume comprehensively documents and describes the veritable explosion of task-based research in language acquisition. In a succinct, yet easily accessible fashion, it presents the origins, principles, and key distinctions of referential communication research in first and second language studies, complete with exhaustive analyses and illustrations of different types of materials. The author also describes and evaluates different choices for using or modifying these materials, provides analytic frameworks for focusing on various aspects of the data elicited by these tasks, and includes an extensive bibliography plus an appendix showing original task materials.Trade Review"Yule's succinct summary of referential communication tasks discusses the key methodological issues of task design within a broad theoretical framework..."—The Clarion"This text provides lively and comprehensive coverage of the nature, background, and use of referential communication tasks."—Studies in Second Language Acquisition"...there is no doubt that this book is an excellent introduction to this particular research instrument in SLA. It is also valuable for classroom practitioners who want to understand the research and develop referential tasks for instructional purposes."—Language Teaching Research"...the author goes to great length in listing examples and providing illustrations. (A)...useful and welcome practical guide."—The Phonetician"...an excellent overview....I found the book readable and interesting. I expect others will find it to be a useful resource as they explore the use of a variety of methodologies for work in language development....Yule presents thorough review of the research literature that has examined the efficiency and effectiveness of participant performance in this type of standardized RC (referential communication) paradigm....the thoughtful description of the distinctions between RC tasks and other approaches to language development should be applauded....Yule presents an excellent discussion of the extent to which RC methodology has had a specific impact on understanding L2 (second language) acquisition processes....Yule's successful integration of results from multidisciplinary approaches requires a precise understanding of the advantages and disadvantages of specific research methodologies. Yule's treatment of this issue is extremely thoughtful."—Applied PsycholinguisticsTable of ContentsContents: Overview. The Development of (L1) Referential Communication. Principles and Distinctions. Materials and Procedures. Analytic Frameworks.
£37.99
Taylor & Francis Ltd Acquired Neurological SpeechLanguage Disorders In Childhood Brain Behaviour and Cognition
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£115.00
Taylor & Francis Ltd The Routledge Handbook of Second Language
Book SynopsisThis state-of-the-art volume offers a comprehensive and accessible examination of perspectives within the field of discourse analysis on the processes and conditions of second language learning, teaching, and use.Led by Brian Paltridge and Matthew T. Prior, this collection brings together leading global researchers in the field to guide readers through background theories, theoretical paradigms, methodological issues, and pedagogical implications by synthesizing current and past work, and setting a future agenda for discourse-oriented second language research.The book is a critical resource which will be indispensable for scholars and advanced students of applied linguistics, second language acquisition, education, and related fields.
£215.00
Taylor & Francis Rethinking Language Education in the Age of Generative AI
Book SynopsisRethinking Language Education in the Age of Generative AI bridges the gap between theory, research, and practice in AI and language education. Through conceptual pieces, empirical studies, and practical applications, this book provides critical insights and implications for reimagining language education in the age of generative AI.The contributors explore a wide range of issues, reflections, and innovations in AI and language education across diverse contexts, including ESL, EFL, foreign language learning, post-secondary pathway programs for international students, and language teacher education programs. Topics examined include critical AI literacy, GenAI-informed second language teaching and assessment, teacher and student perceptions, tool development for language learning, as well as ethical considerations, policies, and guidelines. The book incorporates interdisciplinary perspectives, such as L2/foreign language studies, education, and applied linguistics, as wel
£42.99
Taylor & Francis Mindy and Mos Super Sledge
Book SynopsisMindy and Mo love to play in a wood not far away. Join these two fun-loving adventurers as they speed down a mountain on a sledge to a spring festival. Can Mindy and Mo help Sal cheer up Prince Sim and do his favourite dance together before itâs time to leave? What will the fallen tree be the next time they visit? And what will they see?This Mindy and Mo story has been written to support children who are working on the âsâ sound. Support your childâs practice of their target sound by sharing Mindy and Moâs adventure in Sal and Simâs town and encouraging them to join in with the âsoop, soop, soopâ of the Spring Fest. Engaging characters and plot, supported by a rhythmic and rhyming structure, ensure this book not only supports speech development, but also entertains and inspires. Creatively and descriptively told, this story introduces new words and provides opportunities for developing literacy skills. Through positive characterisation, it also explores the themes of growth mindset, empathy, kindness and resilience, allowing children to make connections to their own lives and experiences.A helpful section of suggested activities at the back of the book can be used to support further practice of the target speech sound. It also includes ideas for how this story can be used to help children to connect to nature through imagination. This humorous and triumphant story has been designed to support the individual child but is one which every child can enjoy!
£14.12
Taylor & Francis Ltd Beyond Names for Things
Book SynopsisMost research on children''s lexical development has focused on their acquisition of names for concrete objects. This is the first edited volume to focus specifically on how children acquire their early verbs. Verbs are an especially important part of the early lexicon because of the role they play in children''s emerging grammatical competence. The contributors to this book investigate: * children''s earliest words for actions and events and the cognitive structures that might underlie them, * the possibility that the basic principles of word learning which apply in the case of nouns might also apply in the case of verbs, and the role of linguistic context, especially argument structure, in the acquisition of verbs. A central theme in many of the chapters is the comparison of the processes of noun and verb learning. Several contributors make provocative suggestions for constructing theories of lexical development that encompass the full range of lexical items Trade Review"...a welcome look at the problem of first language verb-learning in young children....the papers cogently spell out the complexity of the verb-learner's problem and the variety of processes required to solve it. A number of interesting, counterintuitive, and often controversial claims emerge....there is a good deal of thematic coherence among subsets of the chapters, which makes reading all the more interesting by pointing out key issues and discrepant claims....a timely volume reporting some of the best current work on the problem of verb-learning in children."—Studies in Second Language Acquisition"...a stimulating collection of papers which not only provides an accurate reflection of the current state of the field, but also allows the reader to compare directly approaches which are more or less diametrically opposed."—British Journal of Developmental Psychology"This book presents many fascinating classic and innovative philosophies and empirical backgrounds designed to focus on longuistic and cognitive peculiarities of verb meaning acquisition."—American Journal of PsychologyTable of ContentsContents: W.E. Merriman, M. Tomasello, Introduction: Verbs Are Words Too. Part I:Early Words for Action.P. Smiley, J. Huttenlocher, Conceptual Development and the Child's Early Words for Events, Objects, and Persons. A. Gopnik, S. Choi, Names, Relational Words, and Cognitive Development in English and Korean Speakers: Nouns Are Not Always Learned Before Verbs. S.R. Braunwald, Differences in the Acquisition of Early Verbs: Evidence From Diary Data from Sisters. Part II:Basic Principles of Verb Learning.M. Tomasello, Pragmatic Contexts for Early Verb Learning. W.E. Merriman, J. Marazita, L. Jarvis, Children's Disposition to Map New Words Onto New Referents. R.M. Golinkoff, K. Hirsh-Pasek, C.B. Mervis, W.B. Frawley, M. Parillo, Lexical Priciples Can Be Extended to the Acquisition of Verbs. K. Nelson, The Dual Category Problem in the Acquisition of Action Words. D.A. Behrend, Processes Involved in the Initial Mapping of Verb Meanings. Part III:The Role of Argument Structure.A. Lederer, H. Gleitman, L. Gleitman, Verbs of a Feather Flock Together: Semantic Information in the Structure of Maternal Speech. L.G. Naigles, A. Fowler, A. Helm, Syntactic Bootstrapping From Start to Finish With Special Reference to Down Syndrome. M. Rispoli, Missing Arguments and the Acquisition of Predicate Meanings. M.D.S. Braine, P.J. Brooks, Verb Argument Structure and the Problem of Avoiding an Overgeneral Grammar. M. Maratsos, G. Deák, Hedgehogs, Foxes, and the Acquisition of Verb Meaning.
£53.99
Taylor & Francis Ltd The Resilience of Language: What Gesture Creation in Deaf Children Can Tell Us About How All Children Learn Language
Book SynopsisImagine a child who has never seen or heard any language at all. Would such a child be able to invent a language on her own? Despite what one might guess, the children described in this book make it clear that the answer to this question is 'yes'. The children are congenitally deaf and cannot learn the spoken language that surrounds them. In addition, they have not yet been exposed to sign language, either by their hearing parents or their oral schools. Nevertheless, the children use their hands to communicate - they gesture - and those gestures take on many of the forms and functions of language. The properties of language that we find in the deaf children's gestures are just those properties that do not need to be handed down from generation to generation, but can be reinvented by a child de novo - the resilient properties of language. This book suggests that all children, deaf or hearing, come to language-learning ready to develop precisely these language properties. In this way, studies of gesture creation in deaf children can show us the way that children themselves have a large hand in shaping how language is learned.Trade Review'This book is interesting, well written and easy to read. I recommend it highly to all students and researchers who are interested in gesture.' - Sandra Smith, Deafness & Educational International'The data described...inform the study of language acquisistion generally, as well as contributing immensely to the understanding of language and communication in exceptional circumstances. ... It will appeal to those with an interest in language development or with a specific interest in communication and hearing impairment. it would also complement the core texts for any course on language development, and its accessible style should appeal to a wide readership.' - Dr Fiona Lyddy, in The Irish Psychologist, May 2006.Table of ContentsPart 1: The Problem of Language Learning. Out of the Mouths of Babes. How Do Children Learn Language? Language-Learning Across the Globe. Language-Learning by Hand. Does More or Less Input Matter? Part 2: Language Development without a Language Model. Background on Deafness and Language-Learning. How Do We Begin? Words. The Parts of Words. Combining Words Into Simple Sentences. Making Complex Sentences out of Simple Ones: Recursion. Building a System. Beyond the Here-And-Now: The Functions Gesture Serves. How Might Hearing Parents Foster Gesture Creation in Their Deaf Children? Gesture Creation Across the Globe. Part 3: The Conditions that Foster Language and Language-Learning. How Do the Resilient Properties of Language Help Children Learn Language? When Does Gesture Become Language? Is Language Innate? The Resilience of Language. References. Author Index. Subject Index.
£46.99
Cambridge University Press Language Development and Individual Differences
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£37.37
Cambridge University Press The Acquisition of Aspect and Modality
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£46.99
Cambridge University Press Vision and the Emergence of Meaning
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£37.37
Cambridge University Press Learning to Read and Write
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£44.88
Cambridge University Press Routes to Child Language
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£37.37
Cambridge University Press Childrens Discourse
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£46.99
Cambridge University Press Linguistic Evolution Through Language Acquisition
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Cambridge University Press Sociocultural Approaches to Language and Literacy
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