CHILDREN KNOWLEDGE BANK (Vol-4)

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Issue Date: Metadata Show full item record. Publisher: Ohio State University. Citation: Lee, Thomas Hun-tak. On one level, child language data can provide illustrations, explications, and interpretations of a particular linguistic theory; on another level, child language can provide an empirical basis for linguistic analysis, confirming a particular theory or hypothesis, and in turn facilitate the construction of linguistic theory through the discovery of new regularities. This paper reviews a number of classic studies to observe how child language data should be used in linguistic argumentation, with an aim to explore methodological requirements.

The interaction between child language evidence and linguistic argumentation is complex, and one cannot simply rely on the relative precedence or relative difficulty of particular forms as crucial evidence for a particular analysis. Specifically, this paper will critically assess the claim that child language supports the recent syntactic proposal that verbs are a subclass of nouns in Chinese, pointing out its inadequacies and its invalidity.

Rights: The author retains copyright ownership of this article. Permission to reuse, publish, or reproduce beyond the bounds of Fair Use or other exemptions to copyright law must be obtained from the author.

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Download book Children'S Knowledge Bank : A Tonic for A Child's Brain (Volume 2)

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Children's Knowledge Bank: A tonic for a child's Brain

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