000			02029nam a22003497a 4500
001			sulb-eb0016948
003			BD-SySUS
005			20160405140626.0
008			101011s2011||||enk o ||1 0|eng|d
020			_a9780511975073 (ebook)
020			_z9780521768047 (hardback)
020			_z9780521745239 (paperback)
040			_aUkCbUP _beng _erda _cUkCbUP _dBD-SySUS.
050	0	0	_aP118 _b.A47 2011
082	0	0	_a401/.93 _222
100	1		_aAmbridge, Ben, _eauthor.
245	1	0	_aChild Language Acquisition : _bContrasting Theoretical Approaches / _cBen Ambridge, Elena V. M. Lieven.
264		1	_aCambridge : _bCambridge University Press, _c2011.
300			_a1 online resource (466 pages) : _bdigital, PDF file(s).
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
500			_aTitle from publisher's bibliographic system (viewed on 04 Apr 2016).
520			_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.
650		0	_aLanguage acquisition
650		0	_aLanguage arts (Early childhood)
650		0	_aVerbal ability in children
700	1		_aLieven, Elena V. M., _eauthor.
776	0	8	_iPrint version: _z9780521768047
856	4	0	_uhttp://dx.doi.org/10.1017/CBO9780511975073
942			_2Dewey Decimal Classification _ceBooks
999			_c38386 _d38386