The communicative competence of young children : a modular approach

목차 (Table of Contents)

• CONTENTS
• Preface = ⅸ
• Acknowledgements = xii
• CHAPTER 1 Background concepts = 1
• Introduction = 1
• Communicative development = 1
• Components of language = 2
• Descriptive rules = 7
• The non-linguistic repertoire = 7
• Communicative competence = 8
• A modular approach = 9
• Further reading = 10
• CHAPTER 2 Foundations of early communication = 11
• Introduction = 11
• Infant aural and visual perception = 12
• A preference for faces = 12
• A preference for voices = 13
• Early perception of speech sounds = 13
• Infant facial expressions = 15
• Infant vocalizations = 17
• Cries and gurgles = 17
• Cooing = 18
• Babbling = 19
• Developing communication = 21
• Intention and secondary intersubjectivity = 22
• The basis for message meanings = 24
• The Basis for a system of communication = 26
• Conclusion = 28
• Further reading = 28
• CHAPTER 3 Prelinguistic communicative competence and the early lexicon = 29
• Development of gestural communication = 30
• Non-vocal gestures = 31
• Reaching = 32
• Giving and taking = 33
• Pointing = 34
• Other gestures = 35
• Vocal gestures = 36
• The naming insight = 42
• First words = 43
• Phonological development = 44
• Processes of word production = 45
• Prosody = 46
• Processes of word perception = 48
• Comprehended vs. produced vocabularies = 49
• Early word meanings = 52
• The pragmatics of gestures and first words = 53
• Prelinguistic and early linguistic conversation = 62
• Conclusion = 67
• Further reading = 68
• CHAPTER 4 Communicating with language = 70
• Introduction = 70
• Part 1 Early syntax and semantics: the two-word stage = 71
• Syntactic categories = 74
• Word order = 75
• The development of bound morphology and function words = 76
• Early semantic development = 78
• Part 2 Advances in lexical development = 82
• Demonstratives and prolocatives = 82
• Articles = 84
• Pronouns = 87
• Words for relationships = 88
• Perspective through tense, aspect, and modality = 90
• Conclusion = 92
• Part 3 Syntactic development = 93
• Negation = 93
• Passives = 96
• Interrogative sentences = 97
• Complex sentences = 101
• Coordination = 101
• Relative clauses = 105
• Anaphora = 106
• Conclusion = 110
• Part 4 Pragmatic development in the linguistic stage = 111
• Textual devices in conversation = 112
• Developing cohesion markers = 113
• Ideational relationships in conversation coherence = 117
• Relations between speech acts = 120
• Requests and directives = 121
• Reinitiating exchanges = 123
• Speaker corrections = 124
• Requests for clarification = 124
• Listener corrections = 125
• Knowing what to say to whom = 126
• Narratives = 127
• Conclusion = 129
• Further reading = 129
• CHAPTER 5 Explaining the development of communicative competence = 131
• Part 1 Components of explanations = 133
• (1) The strict behaviourist position = 134
• (2) The Piagetian approach = 134
• (3) The Chomskyan approach = 134
• (4) The Slobin approach = 135
• Input(nurture) = 135
• Caretaker speech = 136
• Reasons for caretaker speech = 137
• The potential value of caretaker speech = 138
• Linguistic and non-linguistic cognition(nature) = 140
• Part 2 Explaining the acquisition of morphology = 142
• Grammatical categories and grammatical relations = 144
• Bound morpheme acquisition = 146
• Part 3 Explaining early syntactic development = 150
• Explaining word omission at the two-word stage = 151
• Explaining word order at the two-word stage = 154
• Part 4 Explaining lexical development = 156
• Input to lexical learning = 159
• Part 5 Explaining later syntactic acquisition = 161
• The strategy approach = 162
• The parameter approach = 164
• Simple sentences = 167
• Passives = 167
• Interrogatives = 168
• Complex sentences = 170
• Relative clauses = 171
• Conclusion = 174
• Semantics and syntax in early grammar = 175
• Part 6 Explaining pragmatic development = 177
• Conversational structure = 178
• Cognition and input = 179
• Social knowledge and conventions = 181
• Experience and pragmatic learning = 182
• Part 7 A model of communicative competence = 185
• An illustration of the model at work = 187
• Further reading = 189
• CHAPTER 6 Studying child language = 190
• The observation problem = 190
• Solutions to the observation problem = 191
• The ethnographic solution = 191
• The experimental solution = 194
• The logic solution = 196
• Data versus theory = 197
• Competence versus performance = 199
• Simplicity and complexity = 200
• Conclusion = 201
• Further reading = 202
• Bibliography = 203
• Index = 235