Thesis (M.S.)--University of Wisconsin--Madison, 1982. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--Villanova University, 2006. / Psychology Dept. Includes bibliographical references.

Bibliography: pages 166-172. / This study examines critically recent research in the area of child language development, with an emphasis on research into semantic development. Various research articles, in particular, are analysed, with particular attention being given to experimental studies. In addition, research into language development in the naturalistic mode is discussed. The validity of research into language development in experimental contexts is questioned. Specific methods employed in experimental studies of language development are discussed critically. These methods are contrasted with methods used in a number of naturalistic studies. Recent research into semantic development is placed in the perspective of the study of semantics as a whole. The principal finding of this study is that research into language development in artificial experimental settings does not allow for valid conclusions to be drawn. Naturalistic studies are preferred in that they allow for language development, and semantic development in particular, to be placed in the context of overall child development. Language development is not able to be abstracted, for research purposes, from the totality of human development. Semantic development is viewed as a continuous process, lasting well into adulthood. The importance of the study of semantic development as part of semantics is emphasised.

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by Yang Xiaolu. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaves 134-140). / Chapter 1. --- Introduction --- p.1 / Chapter 1.1 --- Parameter Model of Acquisition --- p.1 / Chapter 1.2 --- "Positive Evidence, Negative Evidence and the Catapult Hypothesis" --- p.5 / Chapter 1.3 --- The Focus of the Present Study --- p.7 / Chapter 1.4 --- The Organization of the Thesis --- p.9 / Chapter 2. --- Null Arguments: A Theory of Parameters and Language Acquisition --- p.10 / Chapter 2.1 --- A Theory of Parameters: the Null Argument Parameters --- p.10 / Chapter 2.2 --- Predicting and Explaining L1 Acquisition --- p.17 / Chapter 2.2.1 --- A Summary of Research Findings --- p.18 / Chapter 2.2.2 --- The Initial Setting --- p.21 / Chapter 2.2.3 --- Identification of Early Null Arguments --- p.22 / Chapter 2.2.4 --- Triggers in the L1 Acquisition of the Target Parameters --- p.25 / Chapter 2.3 --- A Review of L2 Acquisition Studies: Related Issues --- p.31 / Chapter 2.3.1 --- The Null Argument Phenomenon in L2 Acquisition --- p.31 / Chapter 2.3.2 --- The Initial Setting and the Role of L1 --- p.35 / Chapter 2.3.3 --- Identification of the Null Arguments in Interlanguages --- p.36 / Chapter 2.3.4 --- Parameter Resetting and Triggers --- p.37 / Chapter 3. --- The Formulation of The Present Study --- p.40 / Chapter 3.1 --- The Status of Null Arguments in Chinese --- p.40 / Chapter 3.2 --- The Null Argument Parameters in Chinese and English --- p.50 / Chapter 3.3 --- Resetting the Null Argument Parameters and Unlearning Null Arguments --- p.53 / Chapter 3.4 --- Suggesting Triggers in the L2 Acquisition of English --- p.54 / Chapter 3.5 --- "Predictions: Null Arguments, Triggers and ILs" --- p.57 / Chapter 4. --- The Present Study (I): The Experiment´ؤMethodology --- p.59 / Chapter 4.1 --- Subjects --- p.59 / Chapter 4.2 --- The Tasks --- p.61 / Chapter 4.3 --- Coding and Marking --- p.67 / Chapter 5. --- The Present Study (II): The Experiment´ؤResults --- p.70 / Chapter 5.1 --- An Overview of the Written Results --- p.70 / Chapter 5.1.1 --- Comparing Task Performance --- p.70 / Chapter 5.1.1.1 --- Comparing Task 1 and Task2 --- p.70 / Chapter 5.1.1.2 --- Comparing Task 2 and Task3 --- p.72 / Chapter 5.1.2 --- An Overall View of the Written Results --- p.73 / Chapter 5.2 --- Null Elements in the Interlanguages of Chinese Learners of English --- p.75 / Chapter 5.2.1 --- Null Subjects and Null Objects --- p.76 / Chapter 5.2.2 --- Null Expletives --- p.79 / Chapter 5.2.3 --- Null Subjects in Matrix Clauses and Tensed Embedded Clauses --- p.81 / Chapter 5.2.3.1 --- Null Thematic Subjects --- p.82 / Chapter 5.2.3.2 --- Null Expletive Subjects --- p.86 / Chapter 5.3 --- Infl and Null Thematic Subjects --- p.89 / Chapter 5.4 --- Expletives and Null Arguments --- p.92 / Chapter 5.5 --- Results: Oral Task --- p.94 / Chapter 6. --- Discussion --- p.97 / Chapter 6.1 --- The Expletives-as-triggers Hypothesis Reconsidered --- p.97 / Chapter 6.2 --- "There, Weather it and Raising it: Their Status as the Triggering Experience" --- p.101 / Chapter 6.3 --- Triggering the Unlearning of Null Arguments --- p.108 / Chapter 7. --- Conclusion --- p.112 / Appendix --- p.118 / References --- p.134

This longitudinal study aims to trace the developmental route from nominal to pronominal reference to person in a bilingual first language acquirer of two typologically distinct languages : Mandarin and English. The study reveals that experiencing different types of input influences the speed and movement by which personal pronouns are learned in language production. The study provides some exploration into the role of the weaker language in bilingual language development as well as the nature and extent of the early separation and interaction of two linguistic systems in a language environment which is fundamentally unlike the one parent-one-language setting. The data-set of the work consists of over 65 tape recorded sessions of naturalistic speech collected over 30 months in context-based language use in either Mandarin or English, where Mandarin is the home(and minority) language spoken by both parents and other family members while English is the(dominant)language of all other environments. / Doctor of Philosophy (PhD)

Thesis (M.A.)--University of Hong Kong, 1985.

M. Tech. Language Practice / South Africa's multilingual ecology requires acquisition of proficiency in several languages if one is to participate effectively in the economic, political, and socio-cultural spheres of the country. The study concentrates on the acquisition of a third language by adult university students in die Departments of Applied Languages, Education and Journalism, which they do as a requirement for their various qualifications. This study investigates the manifestation of Transfer of Cross-Linguistic Influence from the learners' previously-known languages during the acquisition / learning for a third language, Northern Sotho. The study examines errors identified in the language learners' written production of their interlanguage in Northern Sotho L3

Thesis (M.A.)--University of Hong Kong, 1985. / Also available in print.

Thesis (M.S.)--The University of North Carolina at Greensboro, 2010. / Directed by Danielle Crosby; submitted to the Dept. of Human Development and Family Studies. Title from PDF t.p. (viewed Jul. 16, 2010). Includes bibliographical references (p. 83-89).