The Guided Acquisition of First Language Skills

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Ernst L. Moerk

Book Code: AB468X

ISBN: 1-56750-468-X

ISBN-13: 978-1-56750-468-2

DOI:

200 pages

Ablex Publishing

Publication: 1/6/2000

List Price: $131.95 (UK Sterling Price: £75.00)

Availability: Out of stock

Media Type: Hardcover

Also Available: Paperback

Subjects:

Psychology » Developmental Psychology

Series Title: Advances in Applied Developmental Psychology

Series Number: 20

Description: This book presents overwhelming evidence of the positive impact of language training and filial language learning. By surveying and condensing the rich empirical findings that have been established over the last 35 years, Moerk specifies how relatively straightforward the training and learning interactions are. By surveying also the known relationship between less than optimal language training and delayed acquisition of even deficient end-products, the professional, whether in a clinical or educational setting, can also infer what interactional flaws to avoid. An extensive list of references provides detailed support for the arguments presented; support that shows that many of the fashionable denials of "the teachability" or "the learnability" of language have been disproved empirically. Lastly, the tens of thousands of children with language delay or deficiency are, though not a direct audience of the book, intended as the main beneficiaries. As professionals focusing on remedies are lead back from airy speculations of innate knowledge--and therefore pessimistic inferences is this knowledge if not shown in behavior--and are shown how language skills can be transmitted. Their clients can gain not only language skills, but could reap educational and professional success.

Table of Contents:

Broader Perspectives on Language Acquisition Research and its Epistemological Contexts
Sequential Analyses in the Exploration of L1 Acquisition
Input and Rehearsal Frequencies as Diacritical Criteria of L1 Acquisition Theories
Fine-tuning in Communication and Language Training
Do They Learn from Corrective Feedback?
Epistemological and Empirical Perspectives on Twenty-Five Years of Research on Corrections in L1 Transmission
Verbal Input and Verbal learning as a Function of Lower SES Membership
Cultural Differences in Verbal Mother-Child Interactions and Filial Language Acquisition
Evaluative Retrospect and Prospect
References
Author Index
Subject Index


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