From Telegraphic Speech to Morphological and Syntactic Iconicity. Early Child Speech Development from Polish and English Data

Ewa Konieczna

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ISBN/ISSN:

978-83-7996-067-5

DOI:

Wydawnictwo:

Wydawnictwo Uniwersytetu Rzeszowskiego

Rok wydania:

2014

Liczba stron:

216

XML:ISBN/ISSN:

ONIX MARC21

Bibliografia:

Konieczna, Ewa. From Telegraphic Speech to Morphological and Syntactic Iconicity. Early Child Speech Development from Polish and English Data. Red. . Rzeszów: Wydawnictwo Uniwersytetu Rzeszowskiego, 2014, 216 s. ISBN 978-83-7996-067-5

Bibliografia refWorks:

RT Book, Whole

SR Electronic(1)

A1 Konieczna, E.

T1 From Telegraphic Speech to Morphological and Syntactic Iconicity. Early Child Speech Development from Polish and English Data

PB Wydawnictwo Uniwersytetu Rzeszowskiego

PP Rzeszów

YR 2014

SN 978-83-7996-067-5

Bibliografia BibTex:

@Book{ 147186, author = "Konieczna, Ewa", editor = "", title = "From Telegraphic Speech to Morphological and Syntactic Iconicity. Early Child Speech Development from Polish and English Data", publisher = "Wydawnictwo Uniwersytetu Rzeszowskiego", year = "2014", address = "Rzeszów", isbn = "978-83-7996-067-5" }

Bibliografia endNote:

TY - BOOK

AU - Konieczna, Ewa

ED -

TI - From Telegraphic Speech to Morphological and Syntactic Iconicity. Early Child Speech Development from Polish and English Data

PB - Wydawnictwo Uniwersytetu Rzeszowskiego

CY - Rzeszów

PY - 2014

SN - 978-83-7996-067-5

ER -

Netografia (standard APA):

Konieczna, Ewa. From Telegraphic Speech to Morphological and Syntactic Iconicity. Early Child Speech Development from Polish and English Data [baza danych online] Rzeszów: Wydawnictwo Uniwersytetu Rzeszowskiego, 2014 [dostęp: 19 04 2024]. Dostęp w Ibuk Libra: https://libra.ibuk.pl/reader/from-telegraphic-speech-to-morphological-and-syntactic-iconicity-ewa-konieczna-147186.

Natural Morphology, cognitive development, overgeneralisation, inflectional diagram, lexical innovation

The work of Dr Ewa Konieczna constitutes an important and valuable contribution to the studies of first language acquisition. Although intensive research in this field is being carried out in many countries and is concerned with data coming from a...

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ISBN/ISSN:

978-83-7996-067-5

DOI:

Wydawnictwo:

Wydawnictwo Uniwersytetu Rzeszowskiego

Rok wydania:

2014

Liczba stron:

216

XML:ISBN/ISSN:

ONIX MARC21

Acknowledgements10
Introduction11
CHAPTER I. General overview of first language acquisition theories15
Introduction15
1.1. Milestones in first language acquisition research16
1.1.1. Earliest records of first language acquisition16
1.1.2. Behaviourism16
1.1.3. Alternatives to behaviourism17
1.2. Chomsky’s Universal Grammar19
1.3. First grammatical analyses24
1.4. Theories stemming from the UG approach28
1.5. New developments31
1.5.1. Minimalism and functional categories31
1.5.2. Cognitive theories of first language acquisition33
1.5.3. Modern cognitive approaches to first language acquisition38
Conclusion47
CHAPTER II. Omission of content and function words48
Introduction48
2.1. Language redundancy49
2.2. Definition of telegraphic speech53
2.3. Explanation of omissions55
2.3.1. Omission of functors56
2.3.2. Omission of contentives59
2.4. Ambiguity76
2.4.1. Ambiguity of telegraphic speech78
2.4.2. Ambiguity of sentences deprived of content words97
2.5. Semantic analysis of sentences devoid of content and function words in Polish and English113
Conclusion118
CHAPTER III. Morphological and syntactic iconicity in child language120
Introduction120
3.1. Historical background121
3.1.1. Arbitrary and motivated signs122
3.1.2. Motivated and arbitrary signs in language124
3.2. Morphological iconicity128
3.2.1. Natural Morphology128
3.2.2. Morphological iconicity in the light of the theory of Natural Morphology132
3.2.3. Images in children’s language134
3.2.4. Inflectional diagrams in children’s language138
3.2.5. Derivationaliconicity165
3.3. Syntacticiconicity183
3.3.1. The principle of quantity183
3.3.2. The principle of sequentiality189
3.3.3. The principle of distance190
Conclusion191
Conclusions193
References204

Ascanbeseen,Piagetstronglyemphasisestheinterrelationoflanguageand

cognitiveprocesses.Heinsistsonthepriorityofthoughtoverlanguage,the

formerwarrantingtheacquisitionofthelatter.InPiaget’sview,the

establishmentofasystemofsymbolicrepresentationisaprerequisiteforthe

emergenceofasoundsystemanditisthechild,who,havinginheritedcognitive

capacities,createsamentalrepresentationoftheworldinitsmindand

consequentlymastersitsnativelanguage.TheroleofPiaget’sconstructivist

viewcannotbeunderestimatedsinceithasbeenthemodelforseveral

subsequenttheoriesoflanguageacquisitionofcognitiveorientation.

1.2.Chomsky’sUniversalGrammar

Yetanotherfloodofcriticismofbehaviouristtheoriesoflanguage

acquisitioncamefromChomsky’stheoryofUniversalGrammar.Ashasalready

beenstated,inthe1960sandatthebeginningofthe1970sitwasNoam

Chomskyandhismodeloffirstlanguageacquisitionthatwasconsideredtobe

capableofprovidingapowerfulmeansofdescribingandexplainingchildren’s

earlygrammaticaldevelopment.Themajorassumptionsofthistheory,stemming

fromtheharshcriticismofbehaviourism,wereputforwardinChomsky’s

reviewofSkinner’sVerbalBehaviourpublishedin1959.

Firstandforemost,thebehaviouristhypothesisthatchildrenlearn

exclusivelyduetotheirimitativeskillswastotallydiscreditedbyChomskyon

thegroundsofthecreativityoflanguage.Suchcommonexamplesas:Igoedor

footsshowclearlythatchildrennotonlydonotcopylanguagefromtheir

environmentbutalsoareawareoftheexistenceofgrammaticalrulesandput

thisknowledgeintopractice.Anotherargumentagainstbehaviourismisthat

childrenproduceamultitudeofsentencesneverheardbeforesotheycannotbe

justmerelyreproducingstringsofwords.

Secondly,takingintoconsiderationboththedegeneratelanguageinput

(spokenlanguageisfulloffalsestarts,slipsofthetongue,etc.)andalsothe

complexityandabstractnessoflinguisticrules,itisastonishingthatchildren

managetomasterthegrammarsystemrelativelyquicklyandefficiently.This

issuehasbeenreferredtoasPlato)sproblem(Chomsky(1987))anditpointsto

thefactthatitishardlyconceivablethatsomestructuralpropertiesoflanguage

canbeacquiredjustonthebasisoflanguagesamplesfromthechildren’s

environment.

InordertoaccountforthesephenomenaChomskyclaimsthatchildren

possessaninnatelanguagefacultyleadingthemintheiracquisitionoflanguage.

Hesubscribestothematurationistview,accordingtowhichgrammatical

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