Children’s Comprehension and Production of Locative Expressions
In everyday conversations, the roles of speaker and hearer are constantly shifting among the different participants, so successful participation in a conversation requires both the ability to understand what other people say, and the ability to use language in a way which other people will understand. We need to be skilled in both language comprehension and in language production. Since comprehension and production processes are typically closely coordinated and intermeshed in our conversations, it may be tempting to assume that there will also be close coordination between these two processes with respect to their development in children. This is indeed the implicit assumption which has underpinned much of the child language research conducted in the Chomskyan tradition, where both comprehension and production processes are viewed as drawing on a single body of linguistic knowledge, called ‘linguistic competence’. Within this approach, variations in children’s responses across different tasks or different contexts are attributed to performance factors and are generally viewed as unwanted ‘noise’ to be filtered out.
KeywordsLocative Expression Semantic Knowledge Production Task Language Production Linguistic Knowledge
Unable to display preview. Download preview PDF.