TAILIEUCHUNG - The Oxford Handbook of Cognitive Linguistics Part 114

The Oxford Handbook of Cognitive Linguistics Part 114. In the past decade, Cognitive Linguistics has developed into one of the most dynamic and attractive frameworks within theoretical and descriptive linguistics The Oxford Handbook of Cognitive Linguistics is a major new reference that presents a comprehensive overview of the main theoretical concepts and descriptive/theoretical models of Cognitive Linguistics, and covers its various subfields, theoretical as well as applied. | 1100 MICHAEL TGMASELLG terms of Fillmorean scenes and Goldbergean constructions. We argue that children do not proceed by first learning words and then learning how to glue them together with grammar but rather from the beginning they are attempting to learn whole adult utterances constructions to express whole communicative intentions which they must later decompose into constituent elements see also Tomasello 1998 and commentaries . The more functional side of this view is elaborated by researchers such as Bates and MacWhinney 1982 1989 who have focused on the cues including their validity and reliability that particular grammatical constructions present to young children. They propose that languages are shaped both historically and ontogenetically by a competition among various linguistic cues with the only constructions that can survive being those that present their speakers with clear reliable and efficient symbolizations. In their cross-linguistic work Bates and MacWhinney have been able to identify the grammatical markers that children learning specific languages find to be most valid and reliable for example word order for English speakers marking of grammatical relations and case for German speakers marking of grammatical relations. . Constructional Schemas It is standard practice in Generative Grammar approaches to child language acquisition to observe a child utterance and assume that it instantiates the same abstract constructional schema for the child as it does for the adult as described in Generative Grammar terms of course . This is basically equivalent to observing a Tagalog utterance and analyzing it within the framework of Latin or English grammar. The proper procedure if we are interested in the actual psychological processes underlying a particular child s use of a particular piece of language is to look systematically at all of this child s uses of that piece of language and from this more systematic distributional evidence to make .

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