02066nam a22003618a 4500001001600000003000700016005001700023006001900040007001500059008004100074020002600115020002900141020003000170040002400200050002100224082001600245100002800261245012800289264005200417300005900469336002600528337002600554338003600580500007300616520076400689650002501453650003601478650003101514700003401545776003501579856007101614999001901685CR9780511975073UkCbUP20180107143414.0m|||||o||d||||||||cr||||||||||||101011s2011||||enk     s     ||1 0|eng|d  a9780511975073 (ebook)  z9780521768047 (hardback)  z9780521745239 (paperback)  aUkCbUPcUkCbUPerda00aP118 b.A47 201100a401/.932221 aAmbridge, Ben,eauthor.10aChild Language Acquisition :bContrasting Theoretical Approaches / [electronic resource]cBen Ambridge, Elena V. M. Lieven. 1aCambridge :bCambridge University Press,c2011.  a1 online resource (466 pages) :bdigital, PDF file(s).  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  aTitle from publisher's bibliographic system (viewed on 09 Oct 2015).  aIs children's language acquisition based on innate linguistic structures or built from cognitive and communicative skills? This book summarises the major theoretical debates in all of the core domains of child language acquisition research (phonology, word-learning, inflectional morphology, syntax and binding) and includes a complete introduction to the two major contrasting theoretical approaches: generativist and constructivist. For each debate, the predictions of the competing accounts are closely and even-handedly evaluated against the empirical data. The result is an evidence-based review of the central issues in language acquisition research that will constitute a valuable resource for students, teachers, course-builders and researchers alike. 0aLanguage acquisition 0aLanguage arts (Early childhood) 0aVerbal ability in children1 aLieven, Elena V. M.,eauthor.08iPrint version: z978052176804740uhttp://dx.doi.org/10.1017/CBO9780511975073zCambridge Books Online  c236623d236623