The Comparative Method of Language Acquisition Research 1st Edition by Clifton Pye ISBN 9780226481289 022648128X

1. Comparing Languages

1.1. The Monolingual Approach to Crosslinguistic Research

1.2. The Unit of Comparison Problem

1.3. Why Is Crosslinguistic Research Needed?

1.4. The Comparative Method of Crosslinguistic Research

1.5. The Comparative Method and Usage-Based Approaches to Language Acquisition

2. A History of Crosslinguistic Research on Language Acquisition

2.1. The Period of Single Language Studies

2.2. The Search for Language Universals

2.3. Parameter Theory

2.4. Crosslinguistic Surveys

2.5. The Acquisition of Polysynthesis

2.6. Building a Comprehensive Description of Language Acquisition

3. The Comparative Method of Language Acquisition Research

3.1. The Comparative Method of Historical Linguistics

3.2. The Acquisition of Negation in the Germanic Languages

3.3. The Acquisition of Verb Inflection in the Germanic languages

3.4. Conclusion

4. The Structure of Mayan Languages

4.1. The Synthetic Structure of Mayan Languages

4.2. The Mayan Lexicon

4.3. The Mayan Verb Complex

4.3.1. Mayan Person Marking

4.3.2. Mayan Verb Suffixes

4.4. Stative Predicates

4.5. Mayan Nominalization

4.6. Summary

4.7. Mayan Syntax

4.8. The Mayan Communities

4.9. The Acquisition Database for the Mayan Languages

4.9.1. The K’iche’ Language Samples

4.9.2. The Mam Language Samples

4.9.3. The Ch’ol Language Samples

5. The Acquisition of the Mayan Lexicon

5.1. Mayan Lexical Categories

5.1.1. Nouns

5.1.2. Relational Nouns

5.1.3. Adjectives

5.1.4. Verbs

5.1.5. Positionals

5.1.6. Particles

5.2. The Production of Lexical Categories in K’iche’

5.3. The Production of Lexical Categories in Mam

5.4. The Production of Lexical Categories in Ch’ol

5.5. Comparing Lexical Production in K’iche’, Mam, and Ch’ol

5.6. Mayan Pronouns

5.7. The Acquisition of Mayan Pronouns

5.7.1. The Acquisition of Pronouns in Ch’ol

5.7.2. The Acquisition of Pronouns in Mam

5.7.3. The Acquisition of Pronouns in K’iche’

5.8. Summary

6. The Acquisition of the Mayan Intransitive Verb Complex

6.1. Acquisition of the Intransitive Verb Complex in K’iche’

6.2. Acquisition of the Intransitive Verb Complex in Mam

6.3. Acquisition of the Intransitive Verb Complex in Ch’ol

6.4. Summary

7. The Acquisition of the Mayan Transitive Verb Complex

7.1. Acquisition of the Transitive Verb Complex in K’iche’

7.2. Acquisition of the Transitive Verb Complex in Mam

7.3. Acquisition of the Transitive Verb Complex in Ch’ol

7.4. Summary

8. The Acquisition of Person Marking in the Mayan Verb Complex

8.1. The Acquisition of Ergative Person Markers on Transitive Verbs

8.2. The Acquisition of Ergative Person Markers on Intransitive Verbs

8.3. The Acquisition of Absolutive Person Markers on Intransitive Verbs

8.4. Conclusion

9. The Acquisition of Mayan Argument Structures

9.1. Argument Structure in K’iche’

9.2. Argument Structure in Mam

9.3. Argument Structure in Ch’ol

9.4. Comparative Argument Structure in K’iche’, Mam, and Ch’ol

9.5. Children’s Argument Structure in K’iche’, Mam, and Ch’ol

9.5.1. Children’s Argument Production in K’iche’

9.5.2. Children’s Argument Production in Mam

9.5.3. Children’s Argument Production in Ch’ol

9.5.4. Comparative Argument Structure in Child K’iche’, Mam, and Ch’ol

9.6. Conclusion

10. Argument Realization in Mayan Languages

10.1. Argument Realization in K’iche’

10.2. Argument Realization in Mam

10.3. Argument Realization in Ch’ol

10.4. Comparing Argument Realization in K’iche’, Mam, and Ch’ol

10.5. K’iche’ Children’s Production of Verb Arguments

10.6. Mam Children’s Production of Verb Arguments

10.7. Ch’ol Children’s Production of Verb Arguments

10.8. Comparison of Children’s Argument Realization in K’iche’, Mam, and Ch’ol

10.9. Analysis or Synthesis

11. Conclusion

11.1. Broader Implications

11.2. Theoretical Implications

Acknowledgments

Abbreviations

References

Index