Usage-based and emergentist approaches to language acquisition
Bibliographic Data
| ID | 3987229 |
|---|---|
| Authors | Hermann Behrens (0009-0005-5693-5125, University of Basel, corresponding author), Heike Behrens |
| Year | 2009 |
| Volume | 47 |
| Issue | 2 |
| Publication date | 2009-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 0024-3949 • E-ISSN: 1613-396X |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/ling.2009.014 |
| OpenAlex | W2141392581 |
| Language | EN |
| Citations received | 54 |
| References cited | 57 |
It was long considered to be impossible to learn grammar based on linguistic experience alone. In the past decade, however, advances in usage-based linguistic theory, computational linguistics, and developmental psychology changed the view on this matter. So-called usage-based and emergentist approaches to language acquisition state that language can be learned from language use itself, by means of social skills like joint attention, and by means of powerful generalization mechanisms. This paper first summarizes the assumptions regarding the nature of linguistic representations and processing. Usage-based theories are nonmodular and nonreductionist, i.e., they emphasize the form-function relationships, and deal with all of language, not just selected levels of representations. Furthermore, storage and processing is considered to be analytic as well as holistic, such that there is a continuum between children's unanalyzed chunks and abstract units found in adult language. In the second part, the empirical evidence is reviewed. Children's linguistic competence is shown to be limited initially, and it is demonstrated how children can generalize knowledge based on direct and indirect positive evidence. It is argued that with these general learning mechanisms, the usage-based paradigm can be extended to multilingual language situations and to language acquisition under special circumstances
Developmental linguistics · Empirical evidence · Linguistic competence · Linguistic description · Language and cultural evolution · Language Development and Disorders · Neurobiology of Language and Bilingualism
Formulaic Sequences
Implicit and Explicit Language Learning
The Grammar Network
Bilingual children's long‐term outcomes in English as a second language
Grammatik und Lexikon im Spracherwerb
Language Acquisition
Communicative Competence Fostered in a Nested EFL Learning Ecology
Usage-based Approaches to Second Language Acquisition
Word Repetition and Isolation are Intertwined in Children’s Early Language Experiences
The traceback method in child language acquisition research
Children’s Acquisition of Morphosyntactic Variation
Di̇l İli̇şki̇leri̇nde Kullanim Temelli̇ Yaklaşim
Verb argument construction complexity indices and L2 writing quality
Input–output relation in second language acquisition
Hedgehog Pillows and Squirrel Plates
L2 textbook input and L2 written production
Structural biases that children bring to language learning
Functionalism and Connectionism as Foundational Theories for Usage-Based SLA
A Corpus-Based Study of Syntactic Complexity in L2 Japanese Writing
Frequency effects in acquisition and processing of complex verbal constructions in Romance
Sounds like a dynamic system
A usage-based approach to productive use of inflectional patterns and level of lemma sophistication in adult heritage speakers’ performance
In chunks we trust . . . the problem of gender assignment in foreign language learning of French
Metacognitive verbs do not show a cross-language gap
Mandarin vocabulary growth, teacher qualifications and teacher talk in child heritage language learners
How long can naturalistic L2 pronunciation learning continue in adults? A 10-year study
Building languages
Do children treat adjectives and nouns differently as modifiers in prenominal position
Uncovering productive morphosyntax in French-learning toddlers
Quantifier-Specific Usage Patterns Shape Learning—A Corpus Analysis on Universal Quantifiers in English and Dutch Child-Directed Language
Hablas infantiles y gramáticas de construcciones
Assessing syntactic sophistication in L2 writing
The neurobiology of sentence production
Quantitative Approaches to Italian / Dialect Family Interactions
A corpus perspective on the development of verb constructions in second language learners
Semantic micro-dynamics as a reflex of occurrence frequency
Gradual development of constructional complexity in German spatial language
A dynamic network approach to bilingual child data
Subject expression in L2 Spanish
Input in the digital wild
Usage‐Based Approaches to Second Language Acquisition Vis‐à‐Vis Data‐Driven Learning
The Acquisition of Complex Morphology
Le temps relatif de l’apprentissage entre activités numériques distancielles et séances de cours en présentiel
Transfer Phenomena in Bilingual Language Acquisition
Traceback and Chunk-Based Learning
Bridging the Gap
Essentials of a Theory of Language Cognition
More lexically-specific knowledge and individual differences in adult native speakers' processing of the English passive
Writing
Source- and product-oriented strategies in L2 acquisition of plural marking in German
Helping a crocodile to learn German plurals
A usage-based account of /r/-liaison in Standard British English
Cognition, Corpora, and Computing
Processing Determinism
The emergence of competing modules in bilingualism
Learning and development in neural networks
The input–output relationship in first language acquisition
Children's First Word Combinations
A usage-based model
Slot and frame patterns and the development of the determiner category
Regularizing Unpredictable Variation
Development itself is the key to understanding developmental disorders
Testing the abstractness of children's linguistic representations
Understanding how input matters
What Makes Human Cognition Unique? From Individual to Shared to Collective Intentionality
The Structural Sources of Verb Meanings
Do young children have adult syntactic competence?
Constructions
Learning at a distance I. Statistical learning of non-adjacent dependencies
The architecture of the language faculty
Wortarten-Erwerb durch Induktion
Lexically-based learning and early grammatical development
How far does a construction grammar approach to argument structure take us in understanding children's language development
The Return of Constructions
A multiple process solution to the logical problem of language acquisition
Why language acquisition is a snap
Empirical assessment of stimulus poverty arguments
Meaningful Differences in the Everyday Experience of Young American Children
The evolution of the language faculty
The faculty of language
Verbal prefixation in German child and adult language
First steps toward a usage-based theory of language acquisition
The role of pronouns in young children's acquisition of the English transitive construction
Understanding the intentions of others
From Usage to Grammar
Children use syntax to learn verb meanings
The Dynamics of Second Language Emergence
The distributional structure of grammatical categories in speech to young children
Maturational Constraints on Language Learning
Frequency Effects in Language Processing
Comparing different models of the development of the English verb category
The effect of usage on degrees of constituency
| Unique citing works | 54 |
|---|---|
| Citations per year | 3,6 |
| Citation span | 2011 - 2026 (16) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 54 |