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Language Learning Strategies: Does the Whole Equal the Sum of the Parts?
Abstract
Two fundamentally different strategies may be employed by very young children learning their first language. The basic assumptions underlying the study of children's language development, however, have provided means for dealing with only one of these strategies: that which proceeds from the parts to the whole (Analytic). This paper reports on a child who evidently proceeded from the whole to the parts (Gestalt) in producing much of his early language. Since further evidence for a Gestalt strategy exists in the literature, albeit implicitly, such a strategy is probably quite widespread, and any theory of language or language acquisition needs to be able to account for it. It is also speculated that there may be neurological bases for the different language learning strategies.
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Citations
Cited by
What no bedtime story means: Narrative skills at home and school
Heath, S. B. (1982) · Language in Society · doi:10.1017/s0047404500009039 · Cited by 1,532
The Discovery of Spoken Language
Jusczyk, P. W. (2000) · The MIT Press eBooks · doi:10.7551/mitpress/2447.001.0001 · Cited by 936
Turn the page please: Situation-specific language acquisition
Snow, C. E., & Goldfield, B. A. (1983) · Journal of Child Language · doi:10.1017/s0305000900005365 · Cited by 308
Pica, T., Lincoln-Porter, F., Paninos, D., & Linnell, J. (1996) · TESOL Quarterly · doi:10.2307/3587607 · Cited by 302
Lieven, E. V. M., Pine, J. M., & Barnes, H. D. (1992) · Journal of Child Language · doi:10.1017/s0305000900011429 · Cited by 213
Metadata
- Authors
- Peters, A. M.
- Venue
- Language
- Publisher
- JSTOR
- Published
- 1977-09
- Volume
- 53
- Issue
- 3
- Pages
- 560
- ISSN
- 0097-8507 (ISSN-L)
- OpenAlex
- W2034466646
- Cited by
- 340
- References
- 0
- FWCI
- 3.35
- Type
- journal article
- Language
- en
- Open access
- closed
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