First Language Acquisition
Undergraduate: Level 6
Sunday 17 January 2021
Friday 26 March 2021
27 May 2020
Requisites for this module
LG115 or LG111 or LG116 or LG212 or LG215
This module looks at how typically developing children learn to perceive and produce words, and combine words together to form sentences. This module will address influential models of first language acquisition and discuss the respective role of children's input, children's general cognitive abilities and children's innate predispositions for language acquisition. Based on this overview, we will analyse real samples of preschool children's speech. The focus will be on monolingual children acquiring English word and sentence structure but there may be reference to acquisition in other languages where relevant.
This course aims to:
1. Provide students with an introduction to contemporary issues in the study of the acquisition of word and sentence structure, including phonotactics, word order, complex sentences, and questions
2. Question and challenge major theories of language acquisition
3. Demonstrate the importance of research in language acquisition to larger questions of human abilities and development
4. Promote the acquisition of ‘transferable skills’ (e.g., data literacy, computational skills, analytical reasoning, etc.), which will be useful both inside and outside of academic contexts.
On completion of the module, students will be able to:
1. understand the predictable ways in which phonology and syntax are acquired in normally developing, monolingual children
2. describe commonly used empirical methods in language acquisition research
3. discuss the core assumptions of theoretical models of language acquisition
4. describe and analyse aspects of the word and sentence production in preschool children’s speech, using data available in the CHILDES database
5. critically evaluate the strengths and weaknesses of research into preschool children's acquisition of their first language
No additional information available.
This course consists of 10 weekly 2-hour lectures. Students are expected to attend regularly, and to actively contribute to class discussions. Reading will be expected in advance of lectures.
- Johnson, Wyn; Reimers, Paula Mami. (2010) Patterns in Child Phonology, Edinburgh: Edinburgh University Press.
- O'Grady, William D. (1997) Syntactic Development, Chicago: University of Chicago.
The above list is indicative of the essential reading for the course. The library makes provision for all reading list items, with digital provision where possible, and these resources are shared between students. Further reading can be obtained from this module's reading list.
Assessment items, weightings and deadlines
|Coursework / exam
||Data analysis assignments (5 total)
Module supervisor and teaching staff
Dr Laurel Lawyer, email: email@example.com.
Dr. Laurel Lawyer
Dr Laurel Lawyer, office: 4.340, telephone: 01206 872087, email: firstname.lastname@example.org
Dr Lynne Julie Cahill
University of Sussex
Available via Moodle
Of 20 hours, 20 (100%) hours available to students:
0 hours not recorded due to service coverage or fault;
0 hours not recorded due to opt-out by lecturer(s).
* Please note: due to differing publication schedules, items marked with an asterisk (*) base their information upon the previous academic year.
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