| CODE | LLT2191 | ||||||||||||
| TITLE | Psycholinguistics: Language Acquisition | ||||||||||||
| UM LEVEL | 02 - Years 2, 3 in Modular Undergraduate Course | ||||||||||||
| MQF LEVEL | 5 | ||||||||||||
| ECTS CREDITS | 4 | ||||||||||||
| DEPARTMENT | Institute of Linguistics and Language Technology | ||||||||||||
| DESCRIPTION | This study-unit introduces different theories of language acquisition, with particular emphasis on the acquisition of a first language. The introduction is informed by a consideration of the data and methods developed by psycholinguists over the past several decades, in an effort to understand how children achieve competence in their first language. The methodologies covered include the following: 1. diary studies 2. studies based on small and large samples 3. longitudinal studies 4. cross-linguistic studies of language acquisition. What emerges from the above studies is an account of the developmental milestones in language acquisition, which will be examined in some detail in the course of this study-unit. This psycholinguistic account of language acquisition will be further complemented by a consideration of (a) the biological (that is, neural) substrates of language processing and (b) the non-linguistic factors (including sociolinguistic and interactional factors) that influence language development. With respect to crucial interactional factors, child-directed language will play a central role: participants will be motivated to consider the role of parents/guardians and significant others in shaping the process of language development in the child. This also leads to a consideration of the process of language development among children who do not grow up in "typical" social environments. Study-unit Aims: The unit aims to: 1. Enable students to appreciate the complexity of what children learn when they acquire their first language. They should understand the milestones in the study of language acquisition in the early years as well as similarities and differences between children learning their first language. 2. Inculcate an understanding of different ways of collecting child language data and learn about it through their own data collection. 3. Introduce students to the neural underpinnings of language learning, as well as non-linguistic factors involved in language development, the role of Child Directed Language and the complexities involved in understanding language development in children who develop in non-standard environments. 4. Enable students to collect their own data to illustrate an understanding of the various processes. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - Outline the process undergone by children as they acquire a language, and what the factors are that make this unique for every child; - Discuss and evaluate different theories of language acquisition in terms of their descriptive and explanatory value; - Enumerate the various factors that contribute to language acquisition and describe their importance to the shaping of linguistic knowledge in the developing child. 2. Skills By the end of the study-unit the student will be able to: - Collect and transcribe child language data; - Conduct a preliminary analysis of this data to draw conclusions about the language acquisition process. Main Text/s and any supplementary readings: Primary texts: - Cattell, R. (Rev. Ed) 2007. Children’s Language London: Cassell. - Ingram, D. 1989. First Language Acquisition. Oxford: Oxford University Press. - Slobin, D.I. (ed.) 1985 The Crosslinguistic Study of Language Acquisition Volumes 1 & 2 Hillsdale, New Jersey, London: Lawrence Erlbaum Associates. Additional/supplementary readings: - Clark, E.V. (2nd Ed.) 2009. First Language Acquisition Cambridge: Cambridge University Press. - Crain, S. & Lillo-Martin, D. 1999. An Introduction to Linguistic Theory and Language Acquisition Oxford: Blackwell. - Fletcher, P. and Garman, M. (eds.) 1986. Language Acquisition. Cambridge: Cambridge University Press. - Halliday, M. A. K. 1975. Learning How to Mean. London: Edward Arnold. - Harris, J. 1990. Early Language Development. London: Routledge. - Gallaway, C. & Richards, B.J. (ed.) 1994 Input and Interaction in Language Acquisition Cambridge: Cambridge University Press. - Lanza, E. 2004 Language Mixing in Infant Bilingualism A Sociolinguistic Perspective Oxford: Oxford University Press. - Lust, B.C. & Foley, C. 2004 First Language Acquisition The Essential Readings Oxford: Blackwell Publ. - Ochs, E., and B. B. Schieffelm (eds.) 1983. Acquiring Conversational Competence. London: Routledge & Kegan Paul. - Tomasello, M. & Bates, E. (eds.) 2001 Language Development The Essential Readings Oxford: Blackwell Publ. - Wells, G. 1981. Learning Through Interaction. Cambridge Cambridge University Press. - Wells, G. 1985. Language Development in the Pre-school Years. Cambridge: Cambridge University Press. - Wells, G. 1987 The Meaning Makers London: Hodder & Stoughton. |
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| STUDY-UNIT TYPE | Lecture and Project | ||||||||||||
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| LECTURER/S | Josette Portelli |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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