By Louis 1849-1925 Havet
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Extra info for The book de Saturnio Latinorum Versu
In particular, in language acquisition it represents a view of phonological actor–action–goal 9 development which asserts that, when children introduce a new pronunciation, the new form spreads to all the words in which it would be found in adult speech – for example, if /l/ and /j/ are at first both pronounced [j], and [l] is later acquired, it will be used only in adult words which contain /l/, and not /j/. There is no implication that the change takes place instantaneously. In generative grammar, the term has also been used to refer to phenomena which affect all the constituents in a co-ordinate structure; for example, a wh-phrase moves acrossthe-board in What did Mary make and sell?
In the sentence John saw a duck, for example, John is the actor, saw the action, and a duck the goal. On the other hand, languages display several other ‘favourite’ sequences, such as Welsh, where the unmarked sequence is action–actor–goal. g. in The stone moved, the subject of the sentence is hardly an ‘actor’ in the same sense as John is above. g. phonemes are actualized in phonic substance as phones, morphemes as morphs. Any underlying form may be seen as having a corresponding actualization in substance.
Others see no clear distinction between these two facets of language learning, and use the terms interchangeably. The term child language development has also come to be used for discourse-based studies of child language. In early generative linguistics, the term language acquisition device (LAD) was introduced to refer to a model of language learning in which the infant is credited with an innate predisposition to acquire linguistic structure. This view is usually opposed to those where language acquisition is seen as a process of imitation-learning or as a reflex of cognitive development.