| List of figures | p. xi |
| List of tables | p. xii |
| List of contributors | p. xiii |
| Preface | p. xv |
| Introduction | p. 1 |
| Beginning from Baby Talk: twenty years of research on input in interaction | p. 3 |
| Introduction | p. 3 |
| A modest beginning | p. 4 |
| Future possibilities | p. 7 |
| Conclusion | p. 12 |
| General issues | p. 13 |
| The language of primary caregivers | p. 15 |
| Introduction | p. 15 |
| Why is CDS used? | p. 16 |
| Effects and non-effects of CDS | p. 20 |
| How is CDS used by the child? | p. 25 |
| CDS and stylistic differences in early language development | p. 33 |
| Conclusion | p. 37 |
| The changing role of negative evidence in theories of language development | p. 38 |
| Historical origins | p. 38 |
| The paving of the nativist road | p. 38 |
| Parallel roads: nativist and empiricist accounts | p. 40 |
| The empiricist road upgraded | p. 43 |
| The existence of implicit negative evidence | p. 46 |
| Beyond the existence proof: the effects of negative evidence | p. 49 |
| Issues in defining negative evidence | p. 50 |
| A multiple factors framework | p. 50 |
| Robust learning mechanisms | p. 52 |
| Functional readiness for learning | p. 53 |
| Benefits of a multiple factors framework | p. 53 |
| Crosslinguistic and crosscultural aspects of language addressed to children | p. 56 |
| Introduction | p. 56 |
| The range of environments in which language is learned | p. 58 |
| Language socialization | p. 64 |
| Issues and problems in studying input crosslinguistically | p. 69 |
| Conclusions | p. 72 |
| Child-directed speech and influences on language acquisition: methodology and interpretation | p. 74 |
| Introduction | p. 74 |
| Child-directed speech and individual differences: the universals fallacy | p. 75 |
| Inferring causation | p. 78 |
| The nature of the evidence for environmental effects | p. 81 |
| Passive observation studies using correlational statistics | p. 84 |
| Experimental designs in language acquisition research | p. 102 |
| Conclusion | p. 104 |
| Specific aspects of input and interaction | p. 107 |
| The rest of the family: the role of fathers and siblings in early language development | p. 109 |
| Introduction | p. 109 |
| Fathers | p. 112 |
| Siblings | p. 121 |
| The child's expanding social world | p. 131 |
| Phonetic and prosodic aspects of Baby Talk | p. 135 |
| Introduction | p. 135 |
| Baby Talk phonetics | p. 136 |
| Baby Talk prosody | p. 139 |
| Facilitation | p. 142 |
| Fine-tuning | p. 146 |
| Crosslinguistic variation | p. 149 |
| Summary and conclusion | p. 152 |
| Language learning at home and school | p. 153 |
| The structure of classroom discourse | p. 153 |
| Classroom discourse and the development of meaning | p. 156 |
| Language and learning at school and home | p. 157 |
| Vygotsky: sign operations and cognitive development | p. 159 |
| Bruner and the Language Acquisition Support System | p. 160 |
| Comprehension and learning in young children | p. 162 |
| The nature of Geekie's study | p. 164 |
| Becoming competent participants in the writing session | p. 165 |
| Learning to write | p. 167 |
| Conclusions | p. 167 |
| Types of language learner | p. 181 |
| Language interaction with atypical language learners | p. 183 |
| Introduction | p. 183 |
| Atypical language learners | p. 183 |
| Parent-child interaction | p. 184 |
| Semantically contingent responses | p. 187 |
| Directiveness and control | p. 190 |
| Intervention and parent-child interaction | p. 191 |
| Under-researched areas | p. 193 |
| Concluding remarks | p. 195 |
| Interaction and childhood deafness | p. 197 |
| Introduction | p. 197 |
| Interaction and the acquisition of spoken language by deaf children | p. 199 |
| Sign language development | p. 208 |
| Acquiring language in the absence of input | p. 215 |
| Conclusions | p. 217 |
| Input and interaction in second language acquisition | p. 219 |
| Introduction | p. 219 |
| Typology of modified codes | p. 221 |
| The nature of linguistic and interactional modifications in Foreigner Discourse | p. 225 |
| Other kinds of language input to learners | p. 235 |
| Theoretical perspectives on the role of the linguistic environment in second language acquisition | p. 238 |
| Current research | p. 244 |
| Conclusions | p. 248 |
| Conclusion | p. 251 |
| Conclusions and directions | p. 253 |
| Introduction | p. 253 |
| Describing child-directed speech | p. 254 |
| Functions of child-directed speech | p. 260 |
| Implications for professionals | p. 265 |
| References | p. 270 |
| Author index | p. 308 |
| Subject index | p. 316 |
| Table of Contents provided by Syndetics. All Rights Reserved. |
