part of the same system. We can see the variablity of learning the system based on the different conditions under which the child must learn language. There needs to be enough interactions and varied interactions. By experiencing language in context the child is able to figure out how language is used and the forms that are used to achieve certain functions. Development of these highly contextualized forms progresses in ways similar to what we have already studied. Children move through stages where they make basic connections between forms and functions. From there they elaborate on the nature of these connections based on how they experience the language. Production of the language lags behind perception due to processing limitations. References Austin, J. L. (1962). (2nd edition). Oxford: Oxford University Press. How to do things with words Celce-Murcia, M. and E. Olshtain. (2000). Cambridge: Discourse and context in language teaching. CUP. Folse, K. (2006). Ann Arbor: The University of Michigan Press. The art of teaching speaking. Grice, H. P. (1975). Logic and conversation in P. Cole and J.L. Morgan (eds.) Syntax and Volume 3 (pp. 41–58). New York: Academic Press. semantics: Speech acts. Leech, G. (1983). London: Longman. Principles of pragmatics. Oppenheim, D., Nir, A., Warren, S. and Emde, R. N. (2007). Emotion regulation in mother–child narrative co-construction: Associations with children's narratives and adaptation. Developmental 284-294. Psychology, 33(2), Swain, M. (1985). Communicative competence: Some roles of comprehensible input and output in its development, in S. M. Gass, and C. G. Madden (eds). Input and second language acquisition (pp. 115-132). Rowley, MA: Newbury House. Thornbury, S. (1999). Essex: Pearson Education. How to teach grammar.
part of the same system. We can see the variablity of learning the system based on the different conditions under which the child must learn language. There needs to be enough interactions and varied interactions. By experiencing language in context the child is able to figure out how language is used and the forms that are used to achieve certain functions. Development of these highly contextualized forms progresses in ways similar to what we have already studied. Children move through stages where they make basic connections between forms and functions. From there they elaborate on the nature of these connections based on how they experience the language. Production of the language lags behind perception due to processing limitations. References Austin, J. L. (1962). How to do things with words (2nd edition). Oxford: Oxford University Press. Celce-Murcia, M. and E. Olshtain. (2000). Discourse and context in language teaching. Cambridge: CUP. Folse, K. (2006). The art of teaching speaking. Ann Arbor: The University of Michigan Press. Grice, H. P. (1975). Logic and conversation in P. Cole and J.L. Morgan (eds.) Syntax and semantics: Speech acts. Volume 3 (pp. 41–58). New York: Academic Press. Leech, G. (1983). Principles of pragmatics. London: Longman. Oppenheim, D., Nir, A., Warren, S. and Emde, R. N. (2007). Emotion regulation in mother–child narrative co-construction: Associations with children's narratives and adaptation. Developmental Psychology, 33(2), 284-294. Swain, M. (1985). Communicative competence: Some roles of comprehensible input and output in its development, in S. M. Gass, and C. G. Madden (eds). Input and second language acquisition (pp. 115-132). Rowley, MA: Newbury House. Thornbury, S. (1999). How to teach grammar. Essex: Pearson Education.