Introductory description

Learning a language is an amazing feat, but it is one that children seem to take in their stride and manage to do without much effort. In this module you will learn how this happens. What comes first? How are sounds perceived and produced? How are words formed? How is meaning mapped onto sounds? When do word combinations become sentences? You will be introduced to the key concepts, terms, theories and research evidence related to the acquisition of language in children as well as relevant research methods so that you can engage with analysis of child language.

Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

• theoretical perspectives, research methods and questions in first language acquisition
• the acquisition of phonology: perception
• the acquisition of phonology: production
• gesture in early language development
• the acquisition of semantics: word meaning
• the acquisition of morphology
• the acquisition of syntax: basic word combinations
• the acquisition of syntax beyond basic word combinations
• the acquisition of pragmatics
• the acquisition of languages other than English
• first language acquisition in specific circumstances (bilingualism, language impairments)

Learning outcomes

By the end of the module, students should be able to:

• Upon successful completion of this course, students should understand a number of topics in first language acquisition. Students should then be able to: describe and discuss theory and evidence in first language acquisition research demonstrate their understanding of key concepts, terminology, research methods and theories of first language acquisition. describe and discuss the development of language in children, including phonological, morphological, syntactic and semantic development evaluate theoretical and empirical research in first language acquisition discuss evidence from first language acquisition research in languages other than English and in specific circumstances

Indicative reading list

Clarke, E. (2009). First language acquisition. Second edition. Cambridge: CUP.
O’Grady, W. (2011). How children learn language. Cambridge: CUP.
Peccei, . J. S. (1999). Child language (Language Workbooks). Oxford: Routledge.
Lightbown, P, & Spada, N. (2013). How languages are learned. Fourth edition. Oxford: OUP.

View reading list on Talis Aspire

Research element

Students in this module will delve into classic studies of language acquisition, as well as cutting edge research. For summative essays students should conduct independent research into current studies in the field.

Interdisciplinary

The module integrates insights from linguistics, education, psychology and other cognitive sciences.

Subject specific skills

Be familiar with language development milestones.
Demonstrate a good awareness of cross-linguistic and typological aspects of sounds, sound systems, grammatical structure and meaning.

Transferable skills

• demonstrate their understanding of key concepts, terminology, research methods and theories of first language acquisition.
• describe and discuss the development of language in children, including phonological, morphological, syntactic and semantic development.
• evaluate theoretical and empirical research in first language acquisition.
• discuss evidence from first language acquisition research in languages other than English and in specific circumstances