Beyond communicative adequacy: From piecemeal knowledge to an integrated system in the child's acquisition of language
Beyond communicative adequacy: From piecemeal knowledge to an integrated system in the child's acquisition of language. In K. Nelson (Ed.
), Children's language
(pp. 369-398). Hillsdale, N.J.: Lawrence Erlbaum.
(From the chapter) the first section considers very briefly the kinds of processes that can be inferred to underlie errors that do not set in until after a period of correct usage acquisition often seems to be a more extended process than we have envisioned summarize a currently influential model of how linguistic forms, meaning, and communication are interrelated in the acquisition of language, point out some challenging problems for this model, and suggest that the notion of "meaning" in language must be reconceptualized before we can hope to solve these problems evidence from several types of late errors is marshalled in support of these arguments (From the preface) provides many examples of new errors that children introduce at relatively advanced stages of mastery of semantics and syntax Bowerman views these seemingly backwards steps as indications of definite steps forward by the child achieving reflective, flexible and integrated systems of semantics and syntax (