Sources of Variation in First Language Acquisition: Languages, contexts, and learners

Sources of Variation in First Language Acquisition
Editorial page
Title page
LCC data
Table of contents
List of contributors
Introduction. What can variation tell us about first language acquisition?
	1. Why variation in language acquisition?
	2. Factors and types of variation
	3. The organization of this volume
	4. Concluding remarks and future perspectives
	Acknowledgements
	References
Part I. Universals and cross-linguistic variation in acquisition
Chapter 1. Templates in child language
	Introduction
	1. Templates
	2. Evidence
	3. The template as a response to challenges
	4. Conclusion
	References
	Appendix 1a. VCV with vowel melody
	Appendix 1b. VCV with no vowel melody
Chapter 2. Phonological categories and their manifestation in child phonology
	Introduction
	1. Background
	2. Case study
	3. Discussion
	Acknowledgements
	References
Chapter 3. Bootstrapping lexical and syntactic acquisition
	1. Introduction
	2. Phrasal prosody constrains on-line syntactic analysis
	3. Function words signal the syntactic category of the following content words
	4. Building a syntactic skeleton with phrasal prosody and function words
	5. Conclusions and perspectives
	References
Chapter 4. Retrieving meaning from noun and verb grammatical contexts: Interindividual variation among 2- to 4-year-old French-speaking children
	1. Introduction
	2. Method
	3. Results
	4. Discussion
	References
	Appendix 1. Examples of screen display for the items presented to the children
Chapter 5. Language-specificity in motion expression: Early acquisition in Korean compared to French and English
	1. Introduction
	2. Grammatical characteristics of motion event expression in Korean
	3. The present study
	4. Data and analysis
	5. Results
	6. Summary and discussion
	Acknowledgements
	References
Chapter 6. Cross-linguistic variation in children’s multimodal utterances
	1. Introduction
	2. Gesture and language development: General milestones
	3. Cross-linguistic variation in adult multimodal utterances
	4. Cross-linguistic variation in children’s multimodal utterances
	5. Conclusions
	References
Chapter 7. Gesture and speech in adults’ and children’s narratives: A cross-linguistic investigation of Zulu and French
	1. Introduction
	2. Method
	3. Results
	4. Discussion
	Acknowledgements
	References
	Appendices
Part II. Variation in input and contexts during acquisition
Chapter 8. Conversational partners and common ground: Variation contributes to language acquisition
	How much interactive language are children exposed to early on?
	Consequences of differences in amount of interaction
	Common ground
	Conversational partners
	Common ground for adult and child
	Adding conversational partners
	How do speakers establish a starting point?
	How do speakers add new information to existing common ground?
	Assessing what the other knows
	Linguistic devices for signaling given and new
	Conclusions
	Acknowledgements
	References
Chapter 9. Invariance in variation: Frequency and neighbourhood density as predictors of vocabulary size
	1. Introduction
	2. Theoretical background
	3. Method
	4. Results
	5. Discussion
	Acknowledgements
	References
	Appendix
Chapter 10. New perspectives on input-output dynamics: Example from the emergence of the Noun category
	1. Introduction
	2. Data and coding
	3. Initial analyses: Frequencies of the noun constructions in the three corpora
	4. The mathematical model
	5. Modeling analyses: Relations between child speech and CDS in the three corpora
	6. Conclusion
	References
	Appendix
Chapter 11. Referential features, speech genres and activity types
	1. Introduction
	2. Referring expressions in a French corpus
	3. Referring expressions, activities and speech genres in family dialogues
	4. How can speech genres affect the acquisition and use of referring expressions?
	Acknowledgements
	References
	Appendix
Chapter 12. Development of discourse competence: Spatial descriptions and narratives in L1 French
	1. Introduction
	2. The Database – communicative tasks and discourse types
	3. Construction of narratives and descriptions: Similarities in the development of discourse competence
	4. Construction of narratives and descriptions: Task influence on the development of discourse capacity
	5. Discussion and conclusions
	References
Chapter 13. Texting by 12-year-olds: Features shared with spoken language
	1. Introduction
	2. Method
	3. Results
	4. Discussion
	Acknowledgements
	References
	Appendix. Translation of text messages into traditional French and English
Part III. Variation in types of acquisition and types of learners
Chapter 14. A unified model of first and second language learning
	1. Introduction
	2. Three frameworks
	3. Risk factors and support factors
	4. Summary
	References
Chapter 15. On-line sentence processing in simultaneous French/Swedish bilinguals
	Introduction
	1. Sentence processing in the Competition Model
	2. Selected characteristics of French and Swedish
	3. Main factors of cue cost
	4. Previous results on cue cost in French and Swedish monolinguals
	5. Method
	6. Cue cost in simultaneous French /Swedish bilinguals
	7. Discussion and concluding remarks
	Acknowledgements
	References
	Appendix
Chapter 16. The blossoming of negation in gesture, sign and oral productions
	Introduction
	1. Literature review and research issues
	2. Data and method
	3. Results per child
	4. Discussion and conclusion
	Acknowledgements
	References
Chapter 17. Motion expression in children’s acquisition of French Sign Language
	1. Introduction
	2. Space across languages
	3. Methodology
	4. Background: Previous results in spoken English and French
	5. Results in LSF
	6. Discussion
	7. Concluding remarks
	Acknowledgements
	References
	Appendix. Stimuli
Chapter 18. Early predictors of language development in Autism Spectrum Disorder
	1. Language in Autism Spectrum Disorder
	2. Predictors of language outcomes in toddlers with ASD
	3. Conclusions
	Acknowledgements
	References
Chapter 19. Spoken and written narratives from French- and English-speaking children with Language Impairment
	1. Introduction
	2. The narrative study
	3. Analysis and results
	4. Discussion
	5. Language, modality, and Language Impairment
	References
	Appendix A. Complex sentence types and their weighted score
Chapter 20. Non-literal language comprehension: Brain damage and developmental perspectives
	1. Introduction
	2. Indirect request comprehension in adults with right-hemisphere damage and adults with traumatic brain injury
	3. Request comprehension in children and adolescents with frontal lesions
	4. Conclusion
	References
Language index
Subject index