Metalinguistic Development
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Metalinguistic Development
Author: Jean Émile Gombert
language: en
Publisher: University of Chicago Press
Release Date: 1992-08-01
At a very early age, the child is able to use and understand language correctly. Later comes the precocious ability to “reflect” upon and deliberately control its use. Metalinguistic development, or the emergence of a reflective attitude to the comprehension and production of oral and written language, must be distinguished from that of ordinary verbal communication. This is the first book to review and analyze what is known about metacognitive processes in relation to language. Each of its seven chapters deals systematically with the relationship between the comprehension and production of the phonetic, syntactic, semantic, pragmatic, and textual aspects of language. This material is then related to the metacognitive principles which govern reflective awareness. A concluding chapter deals with written language and metalinguistics. Jean Émile Gombert's novel description of processes such as the understanding of metaphor and humor in relation to pragmatics and his suggestion that metalinguistic knowledge is intimately connected with literacy contribute to a fuller understanding of the stages of language acquisition and mastery. With clarity and insight, Metalinguistic Development reveals how the capacity for reflection gives rise to emergent properties of the language system. “A clear, critical, and interesting book about an important topic which has not been reviewed properly before. I particularly like the way that Jean Eacute;mile Gombert combines a comprehensive account of American work with a very impressive knowledge of European work.”—Peter Bryant, University of Oxford Jean Émile Gombert teaches genetic psychology at the University of Dijon.
Metalinguistic Awareness in Children
Author: W.E. Tunmer
language: en
Publisher: Springer Science & Business Media
Release Date: 2013-03-07
In the past fi fteen years there has been a growi ng interest in the development of children's awareness of language as an object in itself -- a phenomenon now generally referred to as metal inguistic awareness. Until the publication of an earlier volume in the Springer Series in Language and Communication, The Chitd's Conoeption oi Language, edited by A. Sinclair, R. J. Jarvella, and W. J. M. Levelt, there had been no systematic treatment of metalinguistic awareness. The major goal of that volume was to map out the field of study by describing the phenomenon of interest and defining major theoretical issues. The aim of the present volume is to present an overview of metalinguistic awareness in children which reflects the current state of research and theory. The volume is divided into three major sections. The first considers various conceptual and methodological issues that have arisen from efforts to study metalinguistic awareness. It addresses such questions as what is metalinguistic awareness, when does it begin to emerge, and what tasks and procedures can be employed to assess its development in young children. The second sect ion cri ti ca 11y revi ews the research that has been conducted i nto the four general types of metalinguistic awareness -- phonologieal, word, syntactic, and pragmatic awareness. In the final section the development of metalinguistic awareness is examined in relation to general cognitive development, reading acquisition, bilingualism, and early childhood education.
Metalinguistic Development
Investigates definitions of metalinguistics and tracks its development as a language whose function is to describe a language. The author defends the idea that the reflexive use of language does not necessarily imply that the cognitive activity of the subject is linguistic in character.